Case studies: Diversity in the classroom 1

Overview: In today's world, diversity in classrooms is a norm rather than an exception. As a result, teachers need to differentiate instruction to meet the individual needs of students based on their gender, ethnic and racial backgrounds, socioeconomic status, native language, talents, differing abilities, and disabilities. Though our classrooms may appear homogeneous, we need to take the time to analyze the diversity in our classrooms so we can provide adequate support and instruction. We need to remember each student brings unique experience, strengths, and ideas to our classrooms.

Some students stand out in my memory due to the unique experiences and strengths they've brought to my classrooms. Here is one that holds a special place in my heart.

Subject:

Student (S) is a university student from the Congo enrolled in year 2 of a business computer science university in Morocco under a pan-African treaty. S has legal residency and immigration status but is not a citizen and does not have permanent residency.

Issues:

• S has a speech impediment in French and English.

• They’re English is Beginning level.

• Performance on homework and tests is poor, in the failing range.

• S faces daily racism from the Moroccan students. Name calling, insults, Moroccan students refusing to work with S. Most verbal abuse is in English despite a shared language of French. Suspect that this is because the Moroccan students don’t have good French compared to the Congolese students.

Questions to consider:

1. What to do about the speech impediment?

2. English linguistic skills are lacking. What can be done about this?

3. Racial isolation and abuse are harmful. Steps that can be taken despite an administration that does not care?

Performance outcome:

1. Gave S weekly enunciation exercises with a focus on speaking clearly instead of quickly. S began to speak more intelligibly and found it easier to communicate. As was explained to S, speed naturally increased over time.

2. I created a specialized study program which S took to with much enthusiasm. Within the term, S went from a CEFR A1 level to CEFR B1-B2 level in English.

3. The increase of English language ability put S on the same or high fluency level of the verbal abusers allowing S to stand up and push back verbally. S began to tutor other sub-Saharan students which provided a social group to reduce isolation and as more students were capable of pushing back against the verbal racism, tensions began to calm down around the school.