Abstract
This ethnographic case study of a multicultural/multilingual classroom in a newcomer school describes an incident that occurred among new immigrant English Language Learners from widely diverse backgrounds in a secondary classroom in Texas. Increased numbers of immigrant students in U.S. schools have resulted in classrooms with tremendous diversity in terms of language, ethnicity, culture, religion, among other categories. The incident arose as the result of a clash of cultures and lack of knowledge on the part of students. As a result, an explicit focus on culturally responsive teaching is called for, as is training for teachers in multicultural classrooms regarding the specific demographic backgrounds of their students.
Highlights
1.1 Problem and Purpose of StudyClassrooms in the U.S are becoming more and more diverse as regards language, ethnicity, cultural and religious backgrounds
This ethnographic case study of a multicultural/multilingual classroom in a newcomer school describes an incident that occurred among new immigrant English Language Learners from widely diverse backgrounds in a secondary classroom in Texas
New immigrants are a special case of English Language Learners (ELLs) as they come to school with educational and linguistic gaps
Summary
Classrooms in the U.S are becoming more and more diverse as regards language, ethnicity, cultural and religious backgrounds. Increased numbers of English Language Learners (ELLs) from a variety of backgrounds have contributed to such diversity (OELA, 2017). Newcomer programs are special academic programs designed for such new immigrants in U.S secondary schools with the primary aim of facilitating the transition to American public school and reducing underachievement (Boyson & Short, 2012). These programs serve students from a wide range of ethnolinguistic backgrounds and can be considered superdiverse academic communities (see Blommaert, 2013 for more on superdiversity)
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