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K–12 teaching and learning · from the UNC School of Education

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Deficit thinking
In Bridging Spanish language barriers in Southern schools, page 4.2
Teachers frequently attribute the academic struggles of English language learners to the students' inability or unwillingness to learn English, but this "deficit thinking" can better be replaced by a focus on what immigrant students bring to the classroom.
By Buck Cooper.
Funds of knowledge
In Bridging Spanish language barriers in Southern schools, page 2.1
Teachers can use "funds of knowledge," the knowledge students gain from their family and cultural backgrounds, to make their classrooms more inclusive.
By Janet Kier Lopez.
Play in the multilingual classroom
In Bridging Spanish language barriers in Southern schools, page 2.3
Unstructured play is an important way for young children to make social and cultural connections. It also fosters language development and literacy skills for both English language learners and native English speakers.
Format: article
By Kristin De Soto Madson.