Part of an asset-based approach to working with ells is recognizing

Part of an asset-based approach to working with ELLs is recognizing the cultural and linguistic resources they possess. The asset-based approach contrasts with the deficit-based model that once dominated how many viewed second language learners. Schools and educators can help close the inequity gap faced by our diverse student population by exhibiting asset-based behaviors and expectations, focusing on viewing cultural and linguistic differences as assets and not deficits.

Imagine you have been asked to plan a schoolwide event leveraging home and school connections for ELL families. In 150-250 words, create a proposal of the event to submit to your school principal that addresses the following:

Part 1: Schoolwide Event Proposal

• Title, description, and rationale of the event
• Agenda, including time frames and activities
• Equipment and supplies

Part 2: Cultural Connections

In addition to the proposal, write 500-750 words justifying how the event supports each of the following:

• Cultural influences, cultural competence, and social-emotional needs of ELLs in teaching and learning
• Intentional strategies for family and community engagement that support and highlight the assets of home language, communication, family involvement, and culture to build family, community, and school partnerships
• Inclusive school and classroom environment taking into consideration language acquisition and key environmental factors such as family, community practices, and the role of culture in student learning
• The role that family and community practices have in influencing language learning
• Alignment to asset-based behaviors and expectations

Support your proposal with 2-3 scholarly resources.