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Addressing Cultural Diversity in the Classroom. Amy Talley. Why are we here? Vignette 1 Goals and limitations of this seminar How can we make the most of it? Syllabus. Our Essential Questions:. What do WSFC schools look like in regards to cultural diversity?
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Why are we here? Vignette 1 • Goals and limitations of this seminar • How can we make the most of it? Syllabus
Our Essential Questions: • What do WSFC schools look like in regards to cultural diversity? • What are a teacher’s responsibilities? • How can we work effectively with multi-cultural students and parents? • How can teachers be more effective and make learning easier for ELLs? • What help/resources do teachers have?
The first step to being an effective teacher is getting to know your students. • Questionnaire • Brainstorm questions for your possible questionnaires. Please add to my list!
Other ways to get to know your students: • Talk with other teachers, guidance counselors, community groups. • Incorporate journaling, family interviewing when possible. • Ask students privately if they would like to share information about their home countries/cultures that pertains to class. • Invite students to stay after for tutoring.
Important Acronyms: • ESL – English as a Second Language, an ESL student receives ESL services because they scored below proficient in the English language on a language test. • ELL – English Language Learner • LEP- Limited English Proficient • NOM-National Origin Minority
Take a guess! How many languages do you think are represented: • in the WSFC schools? • At the high school where you will be student-teaching? How many LEP students are • In the WSFC schools • At the high school where you will be student-teaching?
WSFCS: 6,396 – 94 languages • Atkins: 135 - 2 • Carver: 15 -2 • East: 85 - 8 • Glenn: 120- 10 • Mt.Tabor: 61 - 12 • North: 124 - 5 • Parkland: 138 – 7 • Reagan: 10 - 3 • Reynolds: 100 - 10 • West: 73- 11
WSFC Demographics The top 5 languages are: 2009: 2008: Spanish (7,894) Spanish (5,776 students) Vietnamese (96) Chinese (96 students) Filipino (92) Vietnamese (54 students) Arabic (86) Filipino (42 students) Chinese (81) Arabic (36 students)
What is happening with our LEP numbers? • Our LEP population has plateaued . . . however our Hispanic population continues to grow. (factors including immigration policy, economy). The overwhelming majority of our LEP growth is coming from K students born in the US. David Sisk (ESL Coordinator, District Level)
LEP Students By Language in NC 2005-2006 (Top 10) • Spanish--74,766 • Hmong-- 2,651 • Vietnamese--1,322 • Arabic--1,129 • Chinese--1,041 • Korean--855 • French--854 • Russian--580 • Hindi--467 • Japanese--383
WSFC LEP Procedures: • Identification: How will I know who my LEP students are and what modifications they need? • Testing Accommodations: Accommodations Form
“Modification/Accommodation forms are done by the LEP committee in the school, then they are to be shared with all teachers that have contact with the LEP student. We have asked the ESL teachers to make sure they are sharing the forms or information with each teacher because they are responsible for making sure the student receives all mods and accommodations due to them---liability issue if not followed. The student is not really able to use the testing accommodations unless they have received them in the classroom throughout the year.” Ann Talton, ESL Lead Teacher (WSFCS)
WSFC School Policy • School Classroom Teachers: Classroom teachers with LEP students are responsible for making their classroom instruction accessible, even for students at a beginning level of English proficiency. Classroom teachers are responsible for familiarizing themselves with the WIDA standards and their students’ levels of English proficiency in order to differentiate their instruction and to make modifications. They are also responsible for assessing students in such a way that does not discriminate against them on the basis of their language proficiency. Such accommodations for state testing must be well documented.
ESL teachers are supposed to be responsible for teaching the language of the content (WIDA standards. www.wida.us). • The mainstream teacher is supposed to be responsible for teaching the content while supporting the language simultaneously. This is the ideal. David Sisk (ESL Coordinator, District Level)
MODELS OF INSTRUCTION: • Pullout: The LEP student leaves the classroom (is “pulled out”) for ESL services, working in small groups of instruction planned by the ESL teacher. • Elective ESL classes: In the middle and high schools, LEP students receive ESL instruction during a scheduled class period and receive course credit. ESL is largely an English-only instructional program, with instructional support in the native language when feasible. Proficiency levels determine the level of ESL class the student will take. (Newcomers may need two periods of ESL services each day; group sizes are to be no larger than ten students; Students are to be grouped by proficiency levels; Students are to grouped by grade level) • Sheltered Content Classes: Sheltered content classes in social studies, science, math, and English are offered at the high school level to LEP students. The mainstream teacher uses specific methods designed for LEP students, commonly referred to as Sheltered Instruction Observation Protocol (SIOP). Such methods include increased use of visuals, modeling, slower speech, modified assessments, scaffolding, and native language assistance when needed. This LEP instructional method is primarily designed for intermediate LEP students. • Co-teaching: The LEP student remains in the mainstream classroom, with the ESL teacher going in to work with the classroom teacher, providing appropriate instruction to the LEP student. To have a successful Co-teaching model, mainstream and ESL teachers must have time to plan cooperatively and must share the teaching responsibilities of that classroom. ESL teachers are not to be used as an assistant or tutor. Classroom time may be a mix of whole class, grouped lessons, or rotating stations with both teachers sharing the teaching role. (2-3 teachers working together is ideal). From WSFCS ESL webpage
So, you thought you were just going to have to teach social studies/math/science/literature? • Remember that no matter what subject you teach, you are teaching your students language on some level. It may be just academic vocabulary, but it may also be that students are learning the course content in their second or third language.
Civil Rights Act of 1964 : • No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.
Office for Civil Rights Memorandum (1970) • (1) Districts must develop programs to assist LEP students so that they are not excluded from participation in the educational system. • (2) School districts must not place NOM students in special education classes on the basis of low test scores in English. NOM students must not be denied access to college prep. courses. • (3) Programs designed to meet the need of LEP students must be effective, and should not be permanent or “dead end tracks”. • (4) School districts have the responsibility to adequately notify NOM parents of school activities. To be adequate, such notice may have to be provided in a language other than English.
Lau v. Nichols (1974) • There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum, for students who do not understand English are effectively foreclosed from any meaningful education.
Equal Educational Opportunities Act of 1974 • No state shall deny equal educational opportunity to an individual on account of his or her race, color, sex, or national origin. • Educational agencies must take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.
Student Rights • At this point in time, in accordance with federal law, students do not have to provide any proof of legal status to attend US schools. • All students must fill out a HLS upon registering for school. If there is another language listed, they are given a language test to determine their language proficiency. • LEP students are given the choice to receive ESL services. They may waive services. • All teachers are required to modify instruction and assessment as needed for LEP students. • The ESL program is federally mandated to prevent discrimination practices in the retention and grading of LEP students. Retention of an LEP student should only be considered if academic difficulties are not related to second language acquisition.
OK, so I have no choice. I have to change the way I teach to cater to English Language Learners. It is their legal right, but why is it the RIGHT thing to do? • Before we move on, let’s talk about how it feels to be in a situation where you do not speak the language? • Have you ever experienced an ineffective language teacher? (Don’t mention names!) What made this teacher ineffective? How can you avoid the same situations with future students? • Were there any cultural misunderstandings? • Situations that made you feel uncomfortable? • What made you uncomfortable/more comfortable in foreign language settings?
Drop-out rates aren’t really that important, are they? • Tracking does not exist in today’s schools, does it?
Graduation Rate for NC and Urban Districts 2006 and 2007
ONLY first year in US schools LEP students that score below 4.0 on the reading portion of the ACCESS are eligible for an exemption on the reading EOG. There are no longer any alternate assessments for LEP students. However, some LEP students are eligible for testing accommodations. There are no allowances for LEP students regarding meeting the HS exit and graduation requirements. David Sisk
Second Language Acquisition • Have you ever heard of BICS and CALP? • A silent period? • BICS/CALP (Basic Interpersonal Communication Skills 1-2 yrs vs. Cognitive Academic Language Proficiency 5-10) James Cummins • Can-do descriptors (See handout)
Diversity Situation Analysis: • Work with a partner or in groups of three. • Skip 7 and 8
Asian Students Let’s talk about stereotypes and how they can prove detrimental Diversity within group “Model Minority” Stress, pressure, isolation
Most North Carolina students with limited English proficiency are Spanish speakers (31,931), with Hmong (2,882) coming in a distant second. Hmong students: Another growing (and often misunderstood) minority
The Hmong people are from rural mountain areas in southeast Asia. Many of the Hmong people were our allies in the Vietnam War and others fought against the communist-nationalists in the Secret War in Laos. Hmong are divided into clans or tribes that share the same paternal ancestry. Each clan has a leader who oversees all relations and a shaman (wise man/medicine man) who deals with spiritual and physical problems. Traditional Hmong education is oral.
Respect is very important. Many times in teaching situations they will constantly nod and say, "Yes." Keep in mind that this yes might mean, "Yes, I am listening to you," not, "Yes, I understand." Usually Hmong people do not feel comfortable with direct eye contact and do not like to be touched on their heads.
Today, there are 85,000 Hmong students in public schools throughout the country. There are large Hmong populations in Minnesota, Wisconsin, and North Carolina. In North Carolina’s Burke County schools, Hmong students make up 67% of all Asian students in the district. Hmong is the second most spoken language of ELL students in the US.
Many challenges face their community. 66% lives in poverty with an average annual salary of $9,923. Of those 25 years and older, 97% have less than a bachelor’s degree. Over half of the community report having no formal education. 80% are employed in the support, service, production, and labor field. 61% of Hmong households are “linguistically isolated”.
Hmong students Does the model minority myth apply? Only 31% of Hmong American students are graduating high school. Only 3% of Hmong adults over the age of 25 have a Bachelor’s Degree or higher. (Hmong Today)
There are aspects of Hmong culture that clash sharply with our culture in the US, and sometimes American law. Traditional methods of healing: conflicts with social services. Hmong households are usually large, and women do the housework. Young girls have tremendous responsibilities. There is a high rate of teenage pregnancy in the Hmong community. There are stark gender differences and arranged marriages. Women usually marry young (13-18) because having many healthy children is important. Of course this is changing drastically as children become “Americanized”.
Hispanic students in US schools: By 2025 Hispanic children will probably make up 25% of school-age children. During the school year 2007-08, NC experienced the highest increase yet of Hispanic students. Our Hispanic population increased by 14,000. We have more than 97,000 Hispanic students in our schools. Hispanic students lag behind other ethnic groups in academic achievement. There is a gap, and it starts early.
Hispanic Students Regarding the Hispanic cultures, it is important to keep in mind how these cultures are evolving. There is much culture-mixing, and some individuals are highly “americanized”, while others are newcomers. Some immigrant children grew up in the US, and are basically bicultural. They may be embarrassed by their heritage and try to fit in with mainstream students. Others may be proud of their heritage and feel isolated from mainstream culture and cling to others from their native lands. What steps could we take to more actively involve our cultural resources (Hispanic students, families, and community organizations) in our schools?
What responsibilities do students have outside of school? What role models do students have? Do parents participate in the education process? Is education top priority? Do parents push students too hard? Expectations? Do parents/students trust school staff? Do students/parents know what resources are available? Special needs? How do modifications make students/parents feel?
