Select from one of the following articles, located in the Topic Resources:
1) âInclusion Starts With Better Management – Here’s What Employees Say About Making Diversity Workâ
2) âEthical Dilemmas Facing Mental Health Social Workersâ
Service-Learning Experience: Child Protective Services of Texas
500-750-word summary, citing the chosen article, respond to the following questions:
How does social justice and diversity exist within your Service-Learning experience?
What role in your agency/organization do you play in empowering clients and coworkers to create social change?
Explain how diversity and difference may impact approaches social workers take when assisting clients at the micro, mezzo, and macro levels at your Service-Learning experience. Refer to Social Work Disposition ##2: Value: Social Justice; Ethical Principle: Social workersâ challenge social injustice when responding to this prompt.
Sample Solution
English Language Learners commonly utilize both languages with emphasis on developing the target language. Teachers see this use of code switching as hindering their learning and not allowing them to learn the English language, which leads to the assumption that codeswitching as not fully understanding or obtaing the comprehension in the target language. Therefore, the second language students have to rely on their first language (Reyes, 2004). This is a common misconception among teachers in bilingual programs because reseachers have found that code switching does not always show incompetency in one language, but instead requires a high level of thinking of the grammars and structures of both languages tha monolingual speakers do not have (Moore, 2002). There is more than one function with the use of code switching within classrooms which extends the support for students learning a second language. Negative misconceptions by teachers does not help or develop the comprehension of bilinguals since it can hinder their motivation to engage in classroom activities, learning, and negatively impacts their value and has serious impact on the overall achievement of these students. Studies have shown that code switching may or may not have an effect on student learning in schools. Miesel (1987) states that mixing languages in bilingual classes can be seen as a deficiency in a studentâs pragmatic competence. In addition to this statement educators see students that code switch as at-risk of not succeeding in schools and years to come resulting in a misinterpretation by teachers, that code switching interferes in the learning process. In a research study done in a border city in the Journal Border Educational Research, six questions were brought into the study. 1) Does codeswitching intefere with learning? 2) Does codeswitching affect comprehension, language production or the use of language in different contexts? 3) Are students who code switch academically successful? 4) Does code switching interfere with communication? 5) Is codeswitching a result of bilingual education programs? 6) Is codeswitching a limitation, advantage, disadvantage, or speaking style? Although this study is not being researched in detail nor part of this synthesi>
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English Language Learners commonly utilize both languages with emphasis on developing the target language. Teachers see this use of code switching as hindering their learning and not allowing them to learn the English language, which leads to the assumption that codeswitching as not fully understanding or obtaing the comprehension in the target language. Therefore, the second language students have to rely on their first language (Reyes, 2004). This is a common misconception among teachers in bilingual programs because reseachers have found that code switching does not always show incompetency in one language, but instead requires a high level of thinking of the grammars and structures of both languages tha monolingual speakers do not have (Moore, 2002). There is more than one function with the use of code switching within classrooms which extends the support for students learning a second language. Negative misconceptions by teachers does not help or develop the comprehension of bilinguals since it can hinder their motivation to engage in classroom activities, learning, and negatively impacts their value and has serious impact on the overall achievement of these students. Studies have shown that code switching may or may not have an effect on student learning in schools. Miesel (1987) states that mixing languages in bilingual classes can be seen as a deficiency in a studentâs pragmatic competence. In addition to this statement educators see students that code switch as at-risk of not succeeding in schools and years to come resulting in a misinterpretation by teachers, that code switching interferes in the learning process. In a research study done in a border city in the Journal Border Educational Research, six questions were brought into the study. 1) Does codeswitching intefere with learning? 2) Does codeswitching affect comprehension, language production or the use of language in different contexts? 3) Are students who code switch academically successful? 4) Does code switching interfere with communication? 5) Is codeswitching a result of bilingual education programs? 6) Is codeswitching a limitation, advantage, disadvantage, or speaking style? Although this study is not being researched in detail nor part of this synthesi>
