School Climate Analysis

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Interactive School Climate

Sarah Meier

Analysis

11. Quotes

12. Sources

4. Who I Talked To

10. Images

8. SO WHAT

7. Reform or Transformation?

6. Myself in the Space

5. The "Culture" of the School

9. Images

3. Where did I visit

index

My daughter Lilly on her first day of 4th grade.

Edgerton Community School

I went to the Edgerton Community School. The school is actually split into two sides. The elementary side is Kindergarten-2nd Grade. The other side is referred to as the Intermediate side and includes students in 3rd-5th grade. I walked the halls of the intermediate side, along with the shared library.

Race and Language

Translanguaging

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While in the classroom

While in the Classroom

Multilingual Learner Teacher

Who I talked to

4th Grade Classroom Teacher

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Library Environment

Hallway Environment

Teacher-Student Interaction

The Culture of the School

Myself in the Space

As a Monolingual English speaker, I might not recognize how limiting it can be for non-English speaking or Emergent Learners in this space as I have no language barriers affecting me. I carry with me the privilege of being racially unmarked in this school environment where "Whiteness" is usually the default. Because of my experience working in this space, I'm sure I have overlooked the challenges faced by students with cultural diversity. Having worked in this school for almost 5 yeras as para-professional, I have developed a deep familiarity with the space and its dynamics. I’ve seen students’ struggles and successes, but I might bring assumptions about what works based on my experiences, rather than actively listening to the students’ needs. As someone who has worked mostly in support roles, I may not have the same critical lens on the school’s pedagogical practices that a teacher might. My experience could make me overlook systemic issues in the school’s structure, assuming they are “just the way things are,” when, in fact, there may be room for change. A lot of my work as a para included me doing what the case manager instructed me to do, but often times I communicated with guardians of my students which we read in 5 New Ways for Schools to Work with Families (2019) that supported "families play a critically important role in the educational success of their children."

While the school does some things to support creating an inclusive environment for all students such as sending home translated communications to ELL families and including some bilingual vocabulary in lessons, these efforts seem to be inconsistent or limited. I do believe that many of the staff members are passionate about their students and if told to do so, would make more of an effort to better foster an environment where multilingual students are not just accommodated for, but actively celebrated too. In order for this to take place, I feel a transformation would be necessary-meaning a school-wide commitment to cultural inclusivity would need to happen. Multilingual support and resources would then be more consistent from signage around the schools and classroom materials for students and their families to better understand the environment and curriclum. Not only better understand, but for these families to feel fully integrated and valued in this school and in the community.

Reform or Transformation?

"English-only practices cause students to feel unwelcome and culturally disrespected." (L, Germán)

SO WHAT

The environment I observed could affect multilingual ELL/Emergent Bilinguals and make them feel a lack of belonging and lead to isolation or exclusion. It could also create a language barrier and hinder these students abilities to access or understand important information such as rules, the envionrment around them and curriculum. The environment I observed might affect all students by hindering their exposre to diversity and could lead to stereotying and biases of other cultural normls. This could also lead to a less inclusive learning environment.

Pictures in the Space

Pictures in the Space

"Translanguaging refers to pedagogical practices that use bilingualism as resource, rather than ignore it or perceive it as a problem." (Celic & Seltzer, 2013, p. 1) "A great deal of research shows the value of home language practices as an educative tool." (Garcia and Kleifgne, 2018, p.137) “Sociocultural theories, however, tell us that children do in fact come replete with knowledge, language skills, and rich family and community resources. They are simply different from what school people know to look for and recognize. Thus students receive the message that who they are and what they know does not count in this new environment." (Hawkins, 2010, p.100)

Quotes

Sources

Celic, C., & Seltzer, K. (2013). Translanguaging: A CUNY-NYSIEB guide for educators. CUNY-NYSIEB. CUNY-NYSIEB. (2021). Welcome to CUNY-NYSIEB. The City University of New York. November 24, 2024, from https://www.cuny-nysieb.org/ García, O., & Kleifgen, J. (2018). Educating emergent bilinguals: Policies, programs, and practices. Teachers College Press. German, L. (2024, February 9). 4 shifts to celebrate language diversity. ASCD. November 24, 2024, from https://ascd.org/blogs/4-shifts-to-celebrate-language-diversity Hawkins, M. R. (2010). Sociocultural approaches to language teaching and learning. Language Teaching Research, 9(3), 123-145. Mapp, K. L. (2019, September 16). 5 new ways for schools to work with families. The Conversation. https://theconversation.com/5-new-ways-for-schools-to-work-with-families-120964 Some sources were used for quotes and for course readings.