The University of the People

Department of Education,
EDUC 5710: Understanding Barriers to Learning

SUMMITED TO: Dr. FLORENCE NYEMBA (INSTRUCTOR)

ANSWERED BY: MELKAMU AKUMA

Master of Education in Advanced Teaching, University of the People

July 26, 2022

Introduction

Cummins et al (n.d.), illustrates some examples of ‘identity texts’ written by ELL students.

With 'identity texts', students are able to communicate their stories, culture, and experiences.

Providing students with the tools to express themselves through their creations and written work

not only helps them improve their skills but also gives them a glimpse into their minds and

emotions.

Implementing ‘identity texts’ in a classroom

The purpose of identity texts is to honor cultures and communities and can be easily woven

into lessons on social studies and history. Learners in a language arts class can be encouraged to

write narratives or to incorporate story-telling techniques. Encourage students to blog, vlog or

create short videos about themselves as well. An inclusive learning environment allows students

to collect imaginative facts, flags, clothing, food, and other cultural materials that demonstrate

their ethnicity and heredity. Additionally, students are able to work on collaborative projects.

One student can dictate their stories, while another types them. Students can also collaborate to

write.

Academic and social benefits of ‘identity texts’

It is important to pay attention to all forms of storytelling from students, whether they come in

the form of writing, drawings, speeches, skits, or presentations. Being aware of their lives and

learning about them as individuals instead of as students is crucial. According to Izard (2016),

educators are very busy and will likely throw a "circuit breaker" when a student shares their

story so they do not overload their own circuits. It can be done unconsciously by walking away

from the students, telling their own story, or changing the narrative. A teacher can do this
unconsciously by walking away from the student, telling their own story, this way, the student is

not heard (Izard, 2016). “Teachers must develop their own resiliency and capacity in their

teaching” (Izard, 2016, p.20).

Cummins et al. (n.d.) states that Sidra, despite difficulties with the language, emphasizes

the importance of relationships in children's adjustment to school. She expresses herself with

such delicacy because she knows that her teacher truly cares about her. "ELL students' identities

are affirmed, increasing their confidence to engage in language and literacy activities" (Cummins

et al, n.d., p.2). Students can also use identity texts to practice their vocabulary, spelling,

punctuation, and writing styles.

Challenges

It may not always be possible to use 'identity texts' in all situations since students are not

always willing to share their stories. It also takes time and effort on the part of the educator to

understand what students are trying to convey. In order for introverted or shy students to feel

comfortable expressing themselves in this way, they may need encouragement and time.

Providing several examples beforehand as well as eliminating the fear of making mistakes would

be helpful before asking students to work on this. Mistakes are lessons disguised (Razzetti,

2018).

Conclusion

The identity text presents students with the opportunity to express themselves creatively

and confidently. When the writer was young, they may have been better able to express

themselves if they had been given the opportunity to write using 'identity text'. School was not

fun for the writer. In a school-like environment, being out of one's comfort zone could cause

anxiety. Although the writer always kept a journal telling their story, they may have had more

opportunities to share their feelings if the school provided more opportunities for self-expression
rather than only essay topics. It may have been a healthy way to release emotions and a form of

therapy.

We must provide students with the right channels and avenues for expressing their individuality,

culture, and identity. Teachers need to give students more chances to be themselves and to feel

comfortable in their own skin.

References

1. Cummins, J., Bismilla, V., Chow, P., Cohen, S., Giampapa, F., Leoni, L.,…Sastri, P. (n.d.).
ELL students speak for themselves: identity texts and literacy engagement in multilingual
classrooms.

https://research.steinhardt.nyu.edu/scmsAdmin/media/users/ccm246/Haynes_2010/ELLid
entityTexts.pdf

2. Izard, E. (2016, June). Teaching children from poverty and trauma. National Education
Association.

https://www.nea.org/sites/default/files/2020- 07/NEAPovertyTraumaHandbook.pdf

3. Razzetti, G. (2018, March 18). Celebrate the lesson not just the mistake.

https://www.fearlessculture.design/blog-posts/celebrate-the-lesson-not-just-the-mistake