Module 4, E-Journal #3

            4. How you plan to apply course concepts in educational settings

Which specific strategies, ideas, or examples from the materials would you use in your classroom?

The readings made it clear that affirming diversity through multilingual education is important not only pedagogically, but also societally. While creating a perfectly inclusive environment is impossible, identifying its shortcomings is easy. Restricting language use in education ultimately restricts students’ expressions of culture and heritage, prioritizing the educator’s comfort over the students’.

Although the readings did not list explicit strategies, many ideas inspired potential solutions to address restrictions on supports for ELL and ELD students. For example, Nieto and Bode discuss the “misapplication of learning-style theory” (177), where racial biases and stereotypes shape assumptions about ethnically diverse students’ learning styles. This can lead to pedagogical discrimination, reduced engagement, and lower academic performance. Being sensitive to cultural differences is essential to ensure students are not treated unfairly based on assumptions about their ethnicity or race.

How would you adapt these strategies to fit your subject area (e.g., math, science, English, history)?

ELA easily lends itself to these strategies because analyzing literature naturally invites diverse perspectives shaped by race, ethnicity, and culture. Each student interacts with texts through their unique experiences, and even those who share a linguistic or cultural background may engage with it differently. Literature often challenges societal norms and stereotypes, offering a space for students to explore identity and difference. Providing books that counter stereotypes can help students see themselves and others as individuals rather than as cultural generalizations.

What barriers might you encounter in applying these concepts, and how could you address them?

Unfortunately, I have encountered both students and teachers who hold stereotypical attitudes. For example, a Latina teacher once claimed that Latino students were more hardworking due to their culture, using this to explain why Black students were not succeeding. I have also met students whose biases toward peers influenced how they interacted with others from different cultural backgrounds.

Challenging others’ biases and racist beliefs directly can be difficult, especially since we cannot control what they think or say outside the classroom. However, we can offer counterpoints and evidence to encourage reflection. Exposing students to diverse cultures through literature—especially memoirs and novels set during historically challenging periods—can help dismantle stereotypes. These texts invite critical thinking and empathy, fostering an open-minded perspective toward the people in their community.

            3. How your attitudes about diverse learners or communities have evolved

What assumptions or beliefs are being challenged for you?

I once assumed that many of the issues surrounding diversity and inclusion in education were exaggerated or one-sided. However, after reviewing the research, I began to recognize how these values and practices are inconsistently applied in schools- sometimes embraced, but often neglected. What challenged me most was the frustration of knowing that abundant research supports inclusive practices, yet many educators still dismiss their importance. The “against” article we read illustrated how biased opinions about bilingual education are often framed as “truth,” a tactic used to minimize the urgency of equitable reform. As a result, my attitude toward opposition to multilingual education has shifted significantly, and I now hold educators and researchers who advocate for inclusion in even higher regard.

How has your perspective on just, equitable, and inclusive education shifted this week?

My understanding has deepened and taken on new meaning. Each module reinforces the urgency of promoting just, equitable, and inclusive education- especially in light of American history and the current political climate. It is disheartening that conversations about diversity remain polarized despite overwhelming evidence supporting equity in education. While I understand that bias and racism fuel much of the opposition, there is no valid excuse for such beliefs to persist when decades of research and lived experiences clearly disprove them. Willful ignorance may be comfortable, but it stands in the way of meaningful progress.

How might this evolving awareness shape the way you think about and design lessons in your subject area?

This awareness motivates me to move beyond my own cultural comfort zone when designing lessons. While it feels natural to highlight my own background, it is important to integrate and validate other cultures as well. Doing so helps students appreciate diverse perspectives and learn from one another. I also plan to include structured discussions about race, ethnicity, and language as part of my lesson design. Teaching students to engage respectfully in these conversations- and to recognize the emotions that may arise-will help them develop empathy, critical thinking, and the skills needed to navigate complex cultural issues in the real world. Giving students the role of facilitator in these discussions is also something I plan to teach students to take the lead in their own lives and community.