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The Effects of Multicultural Education on Literacy

The Effects of Multicultural Education on Literacy. Ramona Fabian Education 7201 Professor O’Connor- Petruso Fall 2011. Table of Contents. Introduction Slide # 3 Statement of the Problem Slide # 4

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The Effects of Multicultural Education on Literacy

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  1. The Effects of Multicultural Education on Literacy Ramona Fabian Education 7201 Professor O’Connor-Petruso Fall 2011

  2. Table of Contents • Introduction Slide # 3 • Statement of the Problem Slide # 4 • Literature Review Slides 5-10 • Theorists Side # 5 • Pro Literacy Slide # 6-7 • Con Literacy Slide # 8 • Pro teacher Slide # 9 • Con Teacher Slide # 10 • Statement of Hypothesis Slide # 11

  3. Table of Contents continued… • Suggested Strategies Slide # 12 • Alternative Strategies Slide # 13 • Method Slide # 14 • References Slide # 15- 22 • Index: Suggested Books Slide 23 • Permission Slip/ Survey Slides 24-27

  4. Introduction • From my observations most classroom education is done by a curriculum based on ethnocentric standards. Let me explain myself, when children are learning about world history; this is done by learning about the history of the United States, but the United States is not the whole world. When literacy blocks are being depicted in the curriculum most books read are those that students living in the U.S. understand, what does a student that just came from the Caribbean understand about snow, or certain holidays only celebrated here. By doing research on this particular topic I want to better understand the impact that multicultural and non-multicultural education has on the students literacy level and on the teachers teaching methods.

  5. Statement of the Problem • Literacy is a number one problem in the United States. According to the United Nations Development Programme Report 2009, the United States is number forty-five on the list and number twenty in rank. Based on the results of the standardized tests, new instructional methods both for the teacher and the students are needed. The United States is becoming a very diverse country as each day passes by and therefore we should adapt or structure the system to meet everyone’s needs in order to reach high literacy achievement rates.

  6. Literature Review: Theorists • We need to stop the dishonesty and ineptitude of policy makers whose prescriptions for change are based on evidence-free ideological convictions (Nieto & Bode, 2010; Hirsch, 1988). • Multicultural literature plays a significant role in the development of children's cross-cultural understanding (Harper & Brand, 2010; Hinton & Berry, 2004). • As human beings evolve, the network of understanding becomes more and more complex therefore we need to educate our children with an integration of ethnic texture (Dooley, 2008; Lim, 2004; Randencinch, 1998)

  7. Literature Review: Pro Literacy • Multicultural literature books make connections to the lives of young children. It reaffirms their cultural identity by seeing themselves and their experiences represented in the books. It gives them a sense of pride and helps them connect and speak of issues that are salient and familiar to them (Canen, 2003; Harper & Brand, 2010; Hinton & Berry, 2004/2005; Locke & Cleary, 2011; Smolen, Collins, & Still, 2008; St.Amour, 2003). •  Multicultural literacy books can be a mirror or a window; reflecting a child’s own characteristics and validating familiar cultures and experiences (Harper & Brand, 2010; St. Amour, 2003). • Multicultural literature teaches student about the world, its peoples and cultures. It encourages students to bring their own cultures and languages into the classroom. Culturally responsive instruction strengthens students’ connectedness with schools, which result in a reduction of behavior problem. It fosters children’s understanding of and respect for their own cultures, as well as the cultures of others (Barksdale, Richards, & Fisher, 2002; Harper & Brand, 2010; May, 2011; Modla &Wake, 2008; Randencinch, 1998). • Multicultural books promote positive attitudes towards literacy and helps improve reading comprehension, writing quality and vocabulary. It is essential for academic advancement of all students; particularly for at risk students (Harper & Brand, 2010; Schaedel & Lazarowitz, 2005/2006; Smolen, Collins, & Still, 2008).

  8. Literacy Review: Pro Literacy Continued • Multicultural literacy challenges the take for granted messages and meanings attached to the world around us. Students learn to challenge assumptions, reject racism, and other forms of discrimination, to broaden their belief systems, and to develop more complex understanding of literacy, diversity and schooling. This produces learners who have competencies in and can operate successfully in two different cultures (Bruna, 2007; Gibson, 1984; Modla & Wake; St. Amour, 2003). • Multicultural literature affirms cultural and linguistic identity and it establishes a greater understanding of themselves and others (Canen 2003; Harper & Brand, 2010). • Rich language is embedded within multicultural literature; they are exposed to new vocabulary. It is characterized by captivating illusive techniques and authentic stories within all genres (Ernst & Mathis, 2007; Harper & Brand, 2010). •  Greater variety in literature makes it more likely that all children will have access to narratives that represent their various backgrounds as well as enrich and enlarge cultural awareness. With understanding of different cultures will come respect for differences, tolerance for conflicting beliefs, and the recognition of the common characteristics that all cultures share (Eldering, 1996; Gibson, 1984; Norton, 1990; Schaedel & Lazarowitz, 2005/2006; Smolen, Collins, & Still, 2008; St. Amour, 2003).

  9. Literacy Review: Con Literacy • Differences between home and school cultures can result in misunderstandings, referred to as “cultural discontinuity” and cultural difference. This mismatch between school and home literacy practices creates an inability of students to produce school based literacy output (Modla & Wake; Randencich, 1998). •  Multicultural inclusions in schools and classrooms collections of books and media may be limited to folklore, which when used alone can reinforce stereotypes, or pay scant attention to multicultural literature (Hinton & Berry, 2004; Randencich, 1998). •  Students who do not see their culture reflected in the literature they read may believe that they have no value and little to no importance in society and in school (Canen, 2003; Harper & Brand, 2010; Hinton & Berry, 2004; St. Amour, 2003).  

  10. Literacy Review: Pro Teacher • It is important for pre-service teachers to have an extensive knowledge base about books representing a variety of cultures because this will help students critically analyze their cultural, social, and political worlds. This results in the understanding of more than one cultural perspective in the minority group (Barksdale, Yoon). • Culturally responsive teachers are sensitive to the challenges that some of their students face and at the same time see the strengths that students from other cultures bring to the classroom. The culturally relevant teaching strategies have the potential to challenge students academically and intellectually while treating them with respect and dignity (May, 2011; Modla & Wake).  • Learning to teach is a complex undertaking, but the challenges and tensions are points for growth and learning. Teachers who understand culture, who are familiar with the functions of culture, and who are aware of the dimension of culture are less likely to experience cultural conflict with their students and have the potential to dramatically influence multicultural education for literacy (Modla & Wake; Randencich, 1998; Thomas & Vanderhaar, 2008).

  11. Literacy Review: Con Teacher • Teachers’ beliefs about and attitudes towards children who are different from themselves may well affect the teachers ultimate instructional practices and interactions which result in tensions in the classroom (McIntyre, Hulan, & Maher, 2010; Modla & Wake; Thomas & Vanderhaar, 2008). • There is a scarcity of teachers willing and able to use multicultural literature, most of the nations teachers are monolingual while their students are increasingly limited- English proficient (Modla &Wake; Randencich, 1998). • Pre-service teachers bring little awareness or understanding of discrimination, they must be aware that culture is as fluid and ever changing as students who enter the classroom. Antiquated, ethnocentric curriculum that does not honor this fluidity does not engage the learner in a contemporary and self-significant dialogue, which wakens their identity construction process (Canen, 2003; Modla & Wake; Towell & Similan, 2009).  

  12. Hypothesis • Hypothesis #1: Integrating multicultural books in the curriculum over a two month period with two second grade classrooms in P.S. X; Brooklyn N.Y., will increase literacy levels by way of running records.  • Hypothesis #2: Integrating multicultural education awareness (services) in teachers over a two month period with two second grade classrooms in P.S. X; Brooklyn N.Y., will increase literacy levels in their students.

  13. Suggested Strategies • Inviting parents to contribute children’s home literacy efforts to their school portfolios may increase levels of literacy. • Working ingeniously to connect community with further literacy efforts may increase literacy levels. • In-depth discussions about multicultural books and their messages may increase literacy levels. • Open mind portrait about different cultural books increases cultural awareness and literacy levels. • Reading a book in English and then writing an analysis in Spanish helps both languages stay strong. • Teachers can use students’ experiences as a basis for their writing and for their interactions with quality multicultural literature. (Harper & Brand, 2010; Modla & Wake; Randencich, 1998)

  14. Alternative Strategies • Songs have messages and stories built into them, about life and different cultutes. • Taking a look at lyrics is just another form of telling a story. • Writing poetry or reading different cultural poetry may increase literacy levels. • Storytelling about their cultures history or similar books in the classroom can bring importance to the child and books. • Visual Culture and technology is an added benefit to accessing different types of cultural literacies. (Abraham, 2010; Hinton & Berry, 2004; Smolen, Collins, & Still, 2008; St. Amour, 2003;Towell & Siilan, 2009)

  15. Method • Participants: In this research paper the participants will be two second grade classes in P.S. X in Brooklyn, NY. • Instruments: Instruments that will be used are multicultural books, running records and a survey.

  16. References • Abraham, L. (2000). Visual literacy in a multicultural environment: Integrating aesthetic with critical visual awareness. Journal of Visual Literacy, Vol. 20, No. 1, pp. 9-18. • Barksdale, M., Richards, J., Fisher, P., Wuthrick, M., Hammons, J., Grisham, D., & Richmond, H. (2002). Perceptions of preservice elementary teachers on multicultural issues. Reading Horizons, 43 (1), 27-48. •  Bruna, K. R. (2007). Finding new words: How I use critical literacy in my multicultural teacher education classroom. Journal of education for Teaching, Vol. 33, No. 1, pp. 115-118. • Canen, A. (2003). Child education and literacy learning for multicultural societies: The case of the Brazilian national curricular references for child education (NCRs). Compare Vol. 33, No. 2. •  Dooley, C. M. (2008). Multicultural literacy teacher education: Seeking micro-transformations. Literacy Research and Instruction, 47: 55-75.

  17. References Continued…. •  Eldering, L. (1996). Multiculturalism and multicultural education in an international perspective. Anthropology & Education Quarterly, Vol. 27, No. 3, pp. 315-330. • Ernst, S.B., & Mathis, J.B. (2007). Multicultural literature: Reading within a “new” literacy context. Journal of children’s literature, Vol. 34, No. 1. •  Gibson, M. A. (1984). Approaches to multicultural education in the United States: Some concepts and assumptions. Anthropology & Education Quarterly, Vol. 15, No. 1, pp. 94-120. • Harper L. J., & Brand S. T. (2010). More alike than different: Promoting respect through multicultural books and literacy strategies. Childhood Education; 86,4; pp.224-233. • Harris, Joyce L. (2003). Toward an understanding of literacy issues in multicultural school-age populations. American speech-language-hearing association, Vol. 34, 80-82.

  18. Refrences Continued • Hayden, R., Anderson, J., & Gunderson, L. (1997). Literacy learning outside the classroom: Literacy learning from a multicultural perspective. The Reading Teacher, Vol. 50, No. 6, pp. 514-516. • Hinton, K.V., & Berry, T. (2004). Literacy, literature, and diversity. Journal of Adolescents and Adult Literacy, pp. 284-288. • Hirsch, E.D., JR. (1988). Cultural literacy: What every American needs to know. Vintage Books. A Division of Random House, New York. • Lim, B. (2004). Aesthetic discourses in early childhood settings: Dewey, Steiner, and Vygotsky. Early Childhood Development and Care, Vol. 174(5), pp. 473-486. • Locke, T., & Cleary, A. (2011). Critical literacy as an approach to literary study in the multicultural, high school classroom. English Practice: Practice and Critique. Vol. 10 (1), pp. 119-139. 

  19. References Continued • May, L. A. (2011). Situating Strategies: An examination of comprehension strategy instruction in one upper elementary classroom oriented toward culturally relevant teaching. Literacy Research and Instruction, 50: pp. 31-43. •  McIntyre, E., Hulan, N., & Maher, M. (2010). The relationship between literacy learning and cultural differences: A study of teachers disposition. Journal of Reading Education, Vol. 35 (3), p. 19-25. •  McMunn Dooley, C. (2008). Multicultural literacy teacher education: Seeking micro-transformations. Literacy Research and Instruction, 47: 55-75. • Modla, v. B., & Wake, D. G. Using a culturally-responsive approach to multicultural literature: Preparing pre-service teachers to work with all students. College Reading Association, pp. 293-311. • Norton, D. E. (1990). Teaching multicultural literature in the reading curriculum. International Reading Association, Vol. 44, No. 1, pp. 28-40.

  20. References Continued • Randencinch, M. C. (1998). Multicultural education for literacy in the year 2000: Traversing comfort zones and transforming knowledge and action. Peabody Journal of Education, 73 (3&4), pp. 178-201 Literacy Research and Instruction, 47: 55-75. • Schaedel, B., & Lazarowitz, R., H. (2005/2006). Literacy development in a multicultural city. International Journal of Learning, Vol. 12, No. 7. •  Smolen, L. A., Collins, L, J., & Still, K, L. (2008). Enhancing cultural understanding and respect with multicultural text sets in the K-8 classroom. Ojela, Vol. 48, No. 2. • St. Amour, M. J. (2003). Connecting children’s stories to children’s literature: Meeting diversity needs. Early childhood journal, Vol. 31, No.1.

  21. References Continued •  Thomas, S., & Vanderhaar. J. (2008). Negotiating resistance to multiculturalism in a teacher education curriculum: A case study. The Teacher Educator, 43:173-197. • Towell, J., & Similan, C. (2009). Teaching literacy through the visual arts in a multicultural world. Journal of reading education, Vol. 35, No. 1. • Yoon, B., Simpson, A., & Haag, C. (2010). Assimilation ideology: Critically examining underlying messages in multicultural literature. Journal of Adolescents and Adult Literacy, 54(2), p. 109-118.

  22. Index: Suggested Books • Cha, D. (1996). Dia’s story cloth. New York: Lee & Low Books. • Choi, Y. (2003). The name jar. New York: Random House. • De Varennes, M. (2007). The jewel box ballerinas. New York: Random House. • Flake, S. (1998). The skin I’m in. New York: Hyperion. • Johnson, A. (2007). Lily Brown’s paintings. New York: Scholastic. • Kissinger, K. (1997). All the colors we are. St. Paul, MN: Readleaf Press. • Katz, K. (1999) The color of us. New York: Henry Holt. • McKissack, P.C., & Pinkney, J. (2001). Goin’ someplace special. New York: Antheneum Books for Young Readers.

  23. Index: Suggested Books • Polacco, P. (1992). Mrs. Katz and Tush. New York: Bantam • Winter J. (2004). The librarian of Basra: A true story from Iraq. Orlando: Harcourt, Inc. • Woodson, J. (2001). The other side. New York: Penguin. • (Ernst & Mathis, 2007; Harper & Brand, 2010; Randencich, 1998; Smolen, Collins & Still, 2008)

  24. Parent Permission • Parents Permission • Dear Parents, My name is Ramona Fabian; I am currently completing my master’s degree in education at Brooklyn College and am conducting a study on the effects of multicultural books on students reading level. I am requesting your permission to use your child’s data for my research study. I will be using gathered data from their reading assessments. There will be running records to measure students’ reading levels. All results for this study will be reported as a group study therefore, participants’ names and information will be anonymous. Thank you for your support! Sincerely, Ramona Fabian _ I allow my child to be observed in this study. _ I do not allow my child to be observed in this study. • Parents Signature

  25. Teacher Permission Dear Teachers, My name is Ramona Fabian and I am a Brooklyn College graduate student. I am completing my Early Action Research Project throughout this school year on the effects of multicultural books on students reading level and the effects of pre-serviced multicultural teachers’ have on said levels. I would greatly appreciate your permission to observe your class in my research by completing multicultural survey for pre-service teachers and allow me to use running records on the students. All information will be kept confidential and anonymous. Please sign and return the bottom portion of this letter stating whether you would or would not like you class to be used in this research. Thank you for your time and consideration. • Sincerely, • Ramona Fabian • _ I allow my class to be observed in this Early Action Research Project • _ I do not allow my class to be observed in this Early Action Research Project • Teacher Signature

  26. Teacher Survey • Multicultural Survey for Pre-service Teachers • Please respond freely and anonymously to these open-ended statements. • 1- I am (prepared) (not prepared) to teach reading and language arts to students from diverse cultural and linguistic backgrounds because • 2- The following kinds of literacy-learning experiences are especially helpful to students from diverse cultural and linguistic backgrounds …..because • 3- I have participated in (Write a number) filed experiences where I worked with students from diverse cultural and/or linguistic backgrounds. • 4- I have participated in (Write a number) university related community experiences where I worked with students from diverse cultural and/or linguistic backgrounds. • 5- I need the following experiences to help prepare me to work with students from diverse cultural and linguistic backgrounds: •  6- The following literature is especially relevant for students of diverse cultural and linguistic backgrounds: because…. 7

  27. Teacher Survey Continued 7- I am familiar with the work of the following scholars who write about multicultural issues: • 8- The following writing activities are especially beneficial for students who speak variations of English: because…. • 9- Name of your college /university  • Please write your comments below. How do you think that we, as literacy teacher educators, can enhance our abilities to meet the literacy learning needs of students from diverse cultural and linguistic backgrounds?

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