LibGuides: Culturally and Linguistically Diverse Learners: Mindsets

CLD Mindset Resources

Orientations in Language Planning
This seminal work by Richard Ruiz provides a foundational framework for mindsets around the way we think about "language and language issues and attitudes towards language" (p. 14). The remainder of the ebook is a collection of the valuable work over the career of Ruiz.
Team up, Speak up, Fire Up!: Educators, Students, and the Community Working Together to Support English Learners
This book brings together current research, authentic examples of best practices, and voices from the field to champion the power of purposeful collaboration and provide educators with resources that will empower them to support English learners (ELs) and their families. Guided by four core principles (common purpose, shared mindset, diverse team membership, supportive environment), the authors explain how to meet the challenges of collaborating with ELs and help all stakeholders--administrators, teachers, students, parents, community leaders--develop new and effective ways of working together for the success of each learner.
The changing ELL field: Seeing language and culture as assets
In this video Dr. Barrera discusses the importance of seeing children's first languages and cultures as assets.
Terms to Know: BICS and CALP
In this video ELL expert Susan Lafond explains the difference between the terms BICS and CALP and how it relates to social vs. academic language.
Reframing our work: Critical bicultural-bilingual pedagogues
A sociocultural transformative framework anchors the notion of critical bicultural-bilingual pedagogues and builds on my own as well the work of other scholars. There are two overarching themes that are considered regarding critical bicultural-bilingual pedagogues: the embodiment of positive ethnic/cultural identity and critical consciousness – son concientizadas; and the enactment of Critical Bicultural-Bilingual Transformative Pedagogy.
“Where the true power resides”: Student translanguaging and supportive teacher dispositions
This work highlights the particular dispositions and curriculum arrangements that teachers can rely upon to create a dynamic bilingual environment for students and offers insights into how teachers of emergent bilingual students should be prepared.
Weaving webs of connection: Empathy, perspective taking, and students’ motivation
Analyses reveal how perspective taking has instructional and interactional dimensions, and how connections between lesson content and funds of knowledge with origins in students’ interactions with popular culture bring additional layers of meaning to learning. It is suggested that while connections that arise through perspective taking practices shape students’ in-the-moment motivational responses, they also accumulate in ways that lead to enduring motivational dispositions.
Teachers’ Characteristics and Attitudinal Beliefs About Linguistic and Cultural Diversity
Findings suggest that attitudes are influenced by multiple factors to varying degrees, and all teachers regardless of ethnicity need to have exposure to diversity issues. Finally, findings suggest that the amount of diversity preparation, purposeful experiences with ELLs, and some degree of bilingualism may result in more positive attitudinal beliefs about language-minority students.
“Does My Teacher Believe I Can Improve?”: The Role of Meta-Lay Theories in ESL Learners’ Mindsets and Need Satisfaction
We conducted a randomized controlled experiment in which 180 university students who spoke English as their second language failed a difficult English test and received either feedback from a teacher who consoled their lack of ability, feedback that focused on improving ability, or no feedback. We found that compared to students receiving no feedback, students receiving ability-consoling feedback perceived that the teacher believed less in their potential and felt less competent, and students receiving improvement-oriented feedback perceived that the teacher believed more in their potential.
Teachers’ Dispositions Toward Mindfulness in EFL/ESL Classrooms in Teacher-Student Interpersonal Relationships
Mindfulness as one of the psychological attributes of L2 teachers and as a complex and multi-faceted construct influences l2 teachers’ professional development. Hence, this study aims to review the notion of mindfulness and its role in L2 teaching as a profession and pave a way for further research, highlighting its indispensable role in teacher-student relationships. To achieve this goal, this study has reviewed the theoretical perspectives of mindfulness, the construct of mindful L2 teaching education, and mindfulness as a closely related concept to teacher wellbeing.
Understanding the power of Latinx families to support the academic and personal development of their children
This phenomenological study follows an asset-based approach to understand how Latinx families utilize their cultural wealth in their children’s education, and how teachers activate families’ capitals to support their engagement. Data collected through focus groups reveal that the seven Latinx parents in the study use aspirational capital by communicating high expectations to their children; social capital by building relationships with teachers; and resistant capital by prioritizing their children’s heritage language.