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Understanding Culture in Multicultural and Bilingual Education: Historical and Practical Insights

Chapter 3 explores the multifaceted concept of culture and its implications in today's diverse educational settings. It discusses the historical context, practical resources, and everyday applications of culture in schools, highlighting the importance of understanding cultural backgrounds in special education. The chapter examines issues like poverty's correlation with academic achievement, the impact of landmark legislation, and non-discriminatory evaluation processes for linguistically-diverse learners. Engaging activities prompt collaborative discussion on teacher and student responses, encouraging educators to consider cultural influences on learning.

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Understanding Culture in Multicultural and Bilingual Education: Historical and Practical Insights

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Presentation Transcript

  1. Today’s Multicultural, Bilingual, and Diverse Schools Chapter 3

  2. What is culture? • Embodies a historical component • Resource for daily life • Associated with particular locations • Exist in everyday contexts: family, school district, school, classroom, etc.

  3. Activity • Get with your group • Discuss Box 3-1 pg. 59 • Write your responses that defend the teacher and his request • Now write your responses that justify what each boy did • How does cultural history relate to both responses?

  4. History before IDEA • Genetic deficit theories • Cultural deficit theory • Cultural difference theory

  5. Landmark Legislation • Brown v. Board of Education (1954) • Diana v. Board of Education (1973) • Larry P. v. Riles (1972) • PASE v. Hannon (1980)

  6. Disproportionate Overrespresentation • Look at Figure 3-2 • Which groups of students are overrepresented in what categories • Which groups of students are underrepresented in what categories

  7. Poverty • Approximately 30.5% African Am., 28.2% Hispanic compared to 9.7% Caucasian live below poverty levels • The relationship between poverty and children’s educational achievement is mediated by parent level of education and NOT RACE

  8. Poverty • Low-wealth children engage in far less academic work • By Oct. of first grade, a middle/high-SES child reads 12 words per reading session; a low-SES child reads 0 words • By April, the middle/high-SES child reads 81 words; a low-SES child reads 32 words • By the end of first grade, middle/high-SES have seen approximately 19,000 words; low-SES about 10,000 • By the end of the sixth grade, a child of poverty would need to go to school an additional year-and-a-half to have the same academicexperience

  9. Current Trends and Issues • High poverty schools and out-of-field teachers • White schools • Teachers with master’s degrees

  10. Prereferral Process • Discuss the steps involved • How would the steps decrease testing into special education for some students? • Why would administrative support be important for the success of the PRTs

  11. Cultural Inquiry Process • 1. Select a “puzzlement” • 2. Collect and summarize data • 3. Identify cultural influences • 4. Gather and analyze information • 5. Develop and implement interventions • 6. Monitor the results of the interventions • 7. Document the process

  12. Nondiscriminatory Evaluation Process • Review Figure 3-3 • Discuss as a whole class how do we do this??? • Look at each step and suggest ways to address each issue

  13. Linguistically-Diverse Learners • Transitional bilingual education • Maintenance bilingual education • English as a second language • Immersion • Sheltered English • Submersion

  14. Wrap-Up • What did you learn about culture? • How does culture relate to special education? • What are some issues in evaluating students from culturally - and linguistically -diverse backgrounds? • What are some strategies that teachers can use to instruct effectively?

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