Mrs. Marin’s Learning To Teach Resource Blog

Becoming an ESL, Bilingual/Bicultural teacher one day at a time. This site is for future teachers and teachers of English Language Learners/ CLD. You will find resources in English and in Spanish that can serve as a guide in your journey.

TESL 400-Goals of Second language and multicultural education to include in a SIOP LESSON

In TESL 400 we discussed the SIOP (The Sheltered Instruction Observation Protocol) method almost in every class. Our instructor made an emphasis on SIOP because it has been proved that it is an effective way to help ELL’s acquire the knowledge and skills they need to succeed in the classroom.

Some goals we talked about:

  1. Teach ELL’s to understand US culture
  2. Help ELLs achieve a personal accomodation between their culture
  3. Teach all students to value language and cultural diversity
  4. Equitably educate diverse students.

As a do for every course at UNC (If the teacher allows it) I take my iPad wherever I go, because if I don’t understand terms or ideas presented I look them up to find an explanation or research about the topic at hand. When I Googled “Multicultural Education” I found other teacher approaches on Multicultural Education by Banks, J.A.

The Contributions Approach

This approach reflects the least amount of involvement in multicultural education approaches. This is incorporated by selecting books and activities that celebrate holidays, heroes, and special events from various cultures.  e.g On June is Immigrant Heritage Month and Ramadan, students can read book about this celebrations.(Banks, 1999).

The Additive Approach

In this approach content, concepts, themes, and perspectives are added to the curriculum without changing the basic structure. This involves incorporating literature by and about people from diverse cultures into the mainstream curriculum without changing the curriculum. e.g examining the perspective of a Native American about Thanksgiving would be adding cultural diversity to the traditional view of Thanksgiving.(Banks, 1999).

The Transformation Approach

This approach actually changes the structure of the curriculum and encourages students to view concepts, issues, themes, and problems from several ethnic perspectives and points of view.  Involves critical thinking and involves a consideration of diversity as a basic premise(Banks, 1999).

The Social Action Approach

This approach combines the transformation approach with activities to strive for social change. Students are not only instructed to understand and question social issues, but to also do something about important about it. e.g students may write letters to senators, Congress, and newspaper editors to express their opinions. (Banks, 1999).
Banks, J.A. (1999). An Introduction to Multicultural Education (2nd ed.). Boston: Allyn and Bacon.


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This entry was posted on June 8, 2016 by in ELL, learning, Reading, Teaching, Writing and tagged .




Latina mom, non-traditional student at the University of Northern Colorado. I am working on my degree in Elementary Education with English as a Second Language (ESL) endorsement and Bilingual Bicultural (CDL) endorsements. I am Bilingual in English and Spanish. Passionate about Bilingual, Elementary Education, ESL, ELL, Multiculturalism, Biculturalism #education #bilingualkids

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