Running head: EMBRACING INCLUSIVENESS 1

Unpacking Resistant Thinking and Embracing Inclusiveness and Collaboration to Ensure the

Decline of Deficit Thinking in Teaching EAL Students ELA

Tanya Weller

Student ID: 185 301 861

ELNG 200 Chauntel Baudu

Final Paper

April 12, 2017

EMBRACING INCLUSIVENESS 2

The prevailing hegemony of the day is directed not towards EAL (English as an

Additional Language) students, but to the cultural norm of standard-English in ELA (English

Language Arts) classrooms. Statistics Canada lists over 200 immigrant languages that are

considered a mother tongue by many in Canada (as cited in Galante, 2014, p.53). Bringing into

Canada their cultures, languages and diversities make for a rich and invigorating discourse.

However, instead of inclusiveness, the dominant pedagogy is to envelope their children in

standard-English. The deficit thinking that needs to change includes the outmoded idea that

English Language Arts must be taught in a pre-determined fixed manner (Dyson, 2015, p. 206;

Clark, 2013, p. 58), the belief that standard English is superior to non-standard ones (Clark,

2013, p. 64), and the discourse of language deficiency of EAL students, especially if poverty is

evident (Clark, 2013, p. 65; Brayfield, 2009, p. 203).

What will it take for teachers to move past the dominant discourses and start recognizing

how inadequate they are and then asking how these discourses effect EAL students (Baudu,

2012, p. 19)? With so many immigrant languages in Canada many more students at this time

need a different approach to learning than what the dominant pedagogy is. Snell counters the

dominant pedagogy that adheres to the belief that standard English is to be used in the ELA

classrooms by arguing that EAL students should be encouraged to respond, question, challenge

and elaborate their thinking using whatever language they find most comfortable (2013, p. 124).

This runs contrary to canonized knowledge which is presented as unquestioned and/or

uncriticized in formal curriculum (DiAngelo, & Sensoy, 2012, p. 9).

In a study conducted by Wiltse, she found that EAL students found learning to speak

everyday English was much easier than the academic discourse required of them in school.

She agrees with Snell that if EAL students were able to use their first language to enhance their
EMBRACING INCLUSIVENESS 3

learning it would be advantageous. However, Wiltse adds that doing so could lead to clique-like

behaviour within the disparate groups (2006, p. 214). Many EAL students in ELA classrooms

have a good grasp of their first language and accompanying vocabulary which can be

bootstrapped when learning English (August, Graves, & Mancilla-Martinez, 2013, p. 31). This

can be facilitated with the use of bilingual dictionaries and bilingual storybooks. Another way to

help EAL students to bridge their cultural heritage is to ask them to bring folkloric stories and

songs to share with their peers, this also, bolsters self-esteem (Heald-Taylor, 1986, p. 43). This

can help increase the vocabulary for native English students as well.

Deficit thinking that believes that parents [of EAL students] do not value education

(Valencia, 2010, p. 136) is oppressive because this thought is historical in nature, prevalent in

schools, is imbedded culturally (DiAngelo, & Sensoy, 2012, pp. 44-48). Conversely, Sutterby et

al. found that parents of EAL students have a strong desire to help their children succeed in

whatever way they can (as cited in Valencia, 2010, p. 130). Most importantly, collaboration is

essential to fostering an environment where family members of EAL students can voice their

perspectives and to be heard (DiAngelo, & Sensoy, 2012, p. 147) so that educators are better

equipped to successfully teach their children. Many parents of an EAL student are unable to

communicate in English with the teacher. To overcome this older students or siblings may be

enlisted to act as interpreters for both the parent and the teacher (Kelly-Holmes, H., & Wallen,

M. 2006. P. 155). Parents, Delpit suggests, want their children to be successful in the target

language, to be able to interact with other native English speakers, and to both speak and write

well, in essence, to be successful in the White mans world (1988. P. 285). Valencia (2010)

suggests a number of recommendations to include family members and ELA students: accept

that [ELA] students and their families are assets to educational improvements, school officials
EMBRACING INCLUSIVENESS 4

need to involve parents in their childrens education. He also, recommends using translators

(pp. 133-134).

Effective ELA educators also collaborate with their EAL students and their colleagues.

Collaboration, besides fostering inclusiveness, widens the perspectives through others eyes,

further educates the educator, and provides opportunity and space to reflect on their EAL

pedagogy (Helman, 2012, p. 102-103). Deficit thinking as a teacher towards EAL students in

ELA classrooms does everyone a disservice. A teacher who learns about the diverse languages

and cultures of EAL students in the ELA classroom will reach the hearts of all students. An

inclusive atmosphere in the discourse of the classroom will encourage the growth of language

learning for all.

In the article, Orientations to Critical Literacy for English as an Additional Language or

Dialect (EAL/D) Learners: A Case Study of Four Teachers of Senior English, an astute student

understands the power of [standard English] in its role of privileging, marginalizing, silencing

(2016, p. 115). The identity of EAL students is woven into the fabric of the cultural and social

practices they grow up with and is expressed through discourse (Alford, & Jetnikoff, 2016, p.

113). Casey felt his identity was closely aligned with his language(s) and felt the need to

communicate as fluently as possible, in as many languages as possible, however, he found that

he was losing his first language and, subsequently his self-confidence (as cited in Baudu, 2012,

p. 79). In effect, did Casey experience the privileging, marginalizing, silencing of the

standard-English he was now learning in place of his native French? Here was a once confident

young man whom the oppression of the White privilege of standard-English loomed over him.

Standard-English and its standards-based assessment guidelines are problematic because

the multilingualism of EAL students in ELA classrooms are largely ignored within universal
EMBRACING INCLUSIVENESS 5

ELA standards (Kibler, Valds, & Walqui, 2014, p. 439). Although many ELA educators view

bilingualism/multilingualism as problematic, many EAL students and their families find this

advantageous. To help maintain their language(s) that they came to Canada the children say they

use their own native language, in addition to English, when in various and diverse situations

inside and outside of school (Wiltse, 2008, p. 8). Many EAL students not given the opportunity

to speak their native tongue, while in school, are struggling, not only academically but, culturally

and socially as well (Gunderson, DSilva, & Odo, 2012, p. 144).

Heald-Taylor suggests providing EAL students in ELA classrooms quality English

literature in order to hear the rhythm and intonation of the language, to become familiar with

the syntactical structures while gaining an understanding of the text (1986, p. 5). Morrell

suggests taking a step closer to inclusiveness by including historical and narrative literature that

challenges standard-English norms. He adds to the list by including literature about various

cultures versed in affirming, relevant and responsive manners (as cited in Baudu, 2012, p. 80).

Gutirrez stresses, no one single language is privileged as he suggests a writing

assignment that includes mixed genres, as well as mixed discourses to increase the likelihood of

dialogue leading to the increasing possibility of collaborating and learning for both native-

English students, EAL students and their educators in ELA classrooms. However, Wiltse

unfortunately discovered that the benefits of these hybrid literary practices were for the

disadvantaged (as cited in Wiltse, 2006, p. 218). Is the dominance of White privilege so

ingrained in the native-English student body that the desire to learn about others and their

respective cultures is negligible? Why the dismissive attitude? Would teaching the terms such

as diversity, oppression, privilege, anti-racism, anti-oppression, etc. help dispel the myths of

discourse within the classroom (Baudu, 2017, topic 11, slide 8)?
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The discourse of language deficiency in EAL students is an assumption based on a

persons economic standing, their ethnicity and support at home. Many immigrant children

coming to Canada have experienced challenging circumstances that led to their flight from their

countries of origin. Some may come from their home countries without sufficient knowledge of

their first language, especially if they came from war-torn countries (Wiltse, 2008, p. 6,10).

Pedagogically speaking, how can educators both challenge and support EAL students in their

quest for an education that is fair, progressive and will prepare them for success in further

studies?

Hakuta et al. found that it takes two to five years for oral proficiency to be mastered and

four to seven for academic proficiency. Yet in Ireland the students only receive 2 years of EAL

support (as cited in Kelly-Holmes and Wallen, 2006, p. 147). Many of the EAL students in a

class Wiltse studied struggled academically (2006, p. 210; DSilva, Gunderson, & Odo, 2012, p.

142), could this finding be attributable to not receiving sufficient time in EAL studies? Or, that

many of the students are unsure of their new identity?

There are two discourses at play in the ELA classroom the advantaged vs. the

disadvantaged. The advantaged student knows English from a young age, if not birth and is in a

financially stable household; the disadvantaged knows little English and is, often from

impoverished circumstances. Unfortunately, though confident in their identification with their

mother tongue, it is a struggle to identify with the English language that has heretofore been a

foreign entity. Consequently, EAL children tend to be silent when asked to speak in class (Snell,

2013, p. 121; Wiltse, 2006, p. 208). However, children brimming with self-confidence, even if

one is judged one of the lowest in class in their literary assessment, will with sheer

determination become an amazing writer in his teachers view (Dyson, 2015, p. 200).
EMBRACING INCLUSIVENESS 7

Three areas of positive pedagogical support are needed. First there is a need to provide

EAL students with the same curriculum as their standard-English ELA classmates and to provide

the support EAL students need to meet the standards required for all students in their classrooms.

Providing EAL students in ELA classrooms high-challenge programs ensures they are

academically successful (Kibler, Valds, & Walqui, 2014, pp. 445-447; Hammond, 2014, p. 516).

Secondly, the use of backward mapping and scaffolding is instituted (Hammond, 2014, p.

521). Starting with vocabulary knowledge tests to assess the words an EAL student is familiar

with, such as the Peabody Picture Vocabulary Test or the Gates-MacGinitie Reading tests

(August, Graves, & Mancilla-Martinez, 2013, p. 51). Upon completion of the chosen [backward

mapping] test a greater understanding of where the student stands is identified. Then scaffolding

of the most frequently used English words can be taught (August, Graves, & Mancilla-Martinez,

2013, p. 31). Thirdly, supporting the EAL student in their English language arts studies is

paramount to their success. As EAL students progress through school the information and

arguments in their texts are vastly different than what they speak orally amongst friend groups.

EAL students will need to be assisted in the increasingly abstract and metaphorical language of

their curriculum (Hammond, 2014, p. 524).

There are a myriad of pedagogic methods to teaching ELA to EAL students. These

include listening to and reading quality literature, choral reading, reading aloud, reading and

making big books, sharing the reading with others. Also, listening to EAL students first

language literature, reading and writing bilingual stories, and conveying their understanding of a

story in different formats like painting or dictations (Heald-Taylor, 1986, p.5). The parents of

EAL students expect that the educators of their children to be available to their children as the

source of knowledge who will direct them to success (Delpit, 1988, p. 288).
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In conclusion, Fendler shares, though we may try hard at educating [EAL] students in our

[ELA] classrooms we may be doing them an injustice. Nevertheless, if, as educators, we are

willing to criticize what we are doing and work at correcting pedagogies needing change there is

hope (as cited in Baudu, 2012, p. 65). ELA educators must be the instruments of change to

protect the rights of all children, EAL students included, to a fair and equitable education. One

that includes the awareness that Language Arts is multi-faceted, that no language is inferior to

another, and the discourse of language deficiency in EAL students can be rectified through an

educated educator.
EMBRACING INCLUSIVENESS 9

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