The schoolwide event that I am proposing supports the cultural influences and competence, as well as the social-emotional needs of ELLs in learning and teaching. Recent studies have shown that informal events can foster social and emotional learning among students, as well as culturally responsive teaching among instructors. It gives educators more context into the lives and worldviews of ELLs, thus increasing their cultural competence and giving them an understanding of the cultural influences that guide ELLs. Moreover, this unofficial gathering aims to provide international students with a social and emotional respite from their demanding academic schedules (Yeh et al., 2021). Hence, the proposed event improves the cultural competencies of instructors and caters to the socio-emotional needs of ELLs.
Additionally, the event values the cultural and linguistic strengths of ELL families while simultaneously aiming to enhance family and community engagement. “ELL Culture Fair” Has the means to leverage those assets through cultural exhibitions and translation services. As cultural exhibitions require schools and the families of ELLs to work together, they create a precedent of cooperation that will make ELL families more inclined to partner with the school more often.
The exhibitions also enable instructors to connect more closely with families by understanding their cultures and worldviews. Moreover, the translation services present at the fair will help both parties in terms of communication, thus allowing EL family members to talk in their home languages and be more engaged (Jacques & Villegas, 2018). Therefore, the proposed event makes use of the linguistic and cultural resources of ELL families by providing translation services and cultural exhibitions.
Additionally, the “ELL Culture Fair” promotes an inclusive learning environment in schools that considers important environmental aspects and language acquisition. The Index for Inclusion lists a number of indicators for creating a friendly school community. ELLs should be made to feel at home, parent-teacher partnerships should be formed, student and staff collaborations should be fostered, and local communities should be included (“Inclusive School Culture”, n.d.). As can be seen in the event proposal, as well as in the abovementioned statements, the Culture Fair has all of these indicators, meaning that it supports an inclusive school environment.
Additionally, by showcasing the cultural practices of ELLs, the event helps them feel recognized and welcomed, considering the essential environmental aspects in their lives, such as their families, communities, and the significance of their culture. Lastly, the fair takes into account the language acquisition factor for both ELLs and their families, providing them with presentations and informational pamphlets in simplified English (“Inclusive School Culture”, n.d.). Thus, the proposed event promotes inclusivity in the school in all of its facets.
Moreover, the fair stimulates language learning among ELLs through family and community practices. ELLs’ families play a crucial role in the way they acquire new language skills. Most people believe that English is a necessity in the modern world, both for acquiring employment and for general communication (Zhou, 2020). Furthermore, an increased level of cooperation between families and schools that the event creates may improve the way parents view their children’s education and language acquisition. This means that the parents’ level of engagement towards language acquisition will affect their children, consequently resulting in higher academic outcomes for ELLs.
Lastly, the event supports the principle of asset-based behaviors and expectations. The event showcases the traditions and customs of ELLs with various backgrounds. This way, it upholds the notion that ELLs offer a wealth of linguistic and cultural resources to the classroom, serving as an asset to the community due to their cultural backgrounds (“Arizona’s Language Development”, 2020). Therefore, the fair is fully aligned with asset-based behaviors and expectations.
References
Yeh, E., Sharma, R., Jaiswal-Oliver, M., & Wan, G. (2021). Culturally Responsive Social Emotional Learning for International Students: Professional Development for Higher Education. Journal of International Students, 12(1), 19–41.
Jacques, C. & Villegas, A. (2018). Strategies for Equitable Family Engagement. Office of Elementary and Secondary Education.
Inclusive School Culture. (n.d.). Inclusive School Communities.
Zhou, Y. (2020). The Influence of Family on Children’s Second Language Learning. University of Windsor.
Arizona’s Language Development Approach. (2020). Arizona Department of Education.