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Classroom Strategies

Classroom Strategies. EDUC 601 Week 6. Session 6 Objectives. In Session 6, you will: Recognize the characteristics of collectivism vs. individualism as they pertain to the classroom Discuss the achievement of harmony between different value systems

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Classroom Strategies

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  1. Classroom Strategies EDUC 601 Week 6

  2. Session 6 Objectives In Session 6, you will: • Recognize the characteristics of collectivism vs. individualism as they pertain to the classroom • Discuss the achievement of harmony between different value systems • Apply principles of addressing diversity to specific K-12 ELL settings • Examine written language vs. textual culture • Examine literacy event, prior text & points of view Benedictine University

  3. Collectivism vs. Individualism & The Classroom EDUC 601 Session 6

  4. Cultural Value Systems Rothstein-Fisch, C. (2003). Readings for bridging cultures: teacher education module. Mahwah NJ: Lawrence Erlbaum ISBN 0-8058-4567-4 • A basic cultural value system transcends languages, histories, and traditions • This is due to the fact that many immigrant cultures are grounded in collectivism • It is important to understand, interpret and apply the concepts inherent in both individualism and collectivism when interacting with children and parents of diverse cultural backgrounds Benedictine University

  5. Collectivism Rothstein-Fisch, C. (2003). Readings for bridging cultures: teacher education module. Mahwah NJ: Lawrence Erlbaum ISBN 0-8058-4567-4 • Consists of interrelated values that emphasize the interdependence of family members • Central to collectivism are: • Children are taught to be helpful to others • Children are taught to contribute to the success of any group they belong to – core to this belief is the “family” • Emphasizes the social context of learning and knowledge for the greater good Benedictine University

  6. Individualism Rothstein-Fisch, C. (2003). Readings for bridging cultures: teacher education module. Mahwah NJ: Lawrence Erlbaum ISBN 0-8058-4567-4 • Schools in the U.S. foster individualism • Individualistic classrooms in the U.S.: • View the child as an individual who should be developing independence and valuing individual achievement (Greenfield, 1964) • Emphasize information disengaged from its social context (Hofstede, 1980) • If a child from a collectivistic value system encounters an individualistic school, conflicts that are based on hidden values and assumptions can occur Benedictine University

  7. Bridging Value Systems Rothstein-Fisch, C. (2003). Readings for bridging cultures: teacher education module. Mahwah NJ: Lawrence Erlbaum ISBN 0-8058-4567-4 Tips and Techniques: • Valuing and encouraging helpfulness is important in collectivistic cultures • Expand group learning situations • Recognize the relationship between scientific information and social context • Students with collectivistic backgrounds are likely to first consider scientific information in the context of “shared family experience” Benedictine University

  8. D2L Activity Sess. 6: Large Group Threaded Discussion – Slide 17 • Respond to the initial question/s and to a minimum of two other entries Access your Threaded Discussionfrom the Table of Contents located on the left of the D2L main window Benedictine University Large Group Activity: Refer to the articles presented on pp. 23 – 30 in “Readings for Bridging Cultures” prior to participating in this discussion session. Your discussion contributions should include: • A description of two strategies for accommodating children from a collectivistic culture into an individualistic U.S. classroom • The strategies you describe should include: • A title for each strategy • A description of how and when the strategy may be used in the classroom • Rationale to support the value of using the strategy • Each student is to record 4 additional strategies provided by classmates that he/she would personally use in a classroom setting • Due week 7

  9. Bridging Value Systems Rothstein-Fisch, C. (2003). Readings for bridging cultures: teacher education module. Mahwah NJ: Lawrence Erlbaum ISBN 0-8058-4567-4 • Appreciating cultural value systems through targeted classroom strategies is a win/win for all children • This framework: • Alerts teachers to specific cultural differences from both individualistic and collectivistic value systems • Encourages teachers to recognize that their own practices are based on their own cultural origins rather than as merely the “right way” to do things • Clashes in cultural value systems can be avoided by openly acknowledging and actively making use of the strengths of both the individualistic and collectivistic value system characteristics Benedictine University

  10. The Characteristics of Individualism & Collectivism EDUC 601 Week 6

  11. Assessment Debrief • Individualistic societies tend to focus on the individual and emphasize individual responsibility for learning, even when instruction is given to the whole group (Estrin & Nelson-Barber, 1998) • Collectivistic societiestend to teach to the whole group and allow students to learn from each other [peer-oriented learning] (McAlphine & Taylor, 1993) Benedictine University

  12. Printed Language, Literate Culture EDUC 601 Week 6

  13. Overview Kramsch, C. (1998). Language and Culture. NY: Oxford University Press. The technology of writing and print technology has changed the medium of language use over time It has irrevocably changed our way of thinking and talking about culture Benedictine University

  14. Historical Perspective Kramsch, C. (1998). Language and Culture. NY: Oxford University Press. • The invention of writing around 3000 BC transformed oral tradition… • That was transmitted through storytelling, bardic epics, mythical re-enactment and performances • Into…textual tradition, handed down by scribes • The culture of the text [i.e., in Chinese scribal culture] passed on its wisdom, not through reading, but through the faithful copying of texts • It was the manual process of re-writing that the truths of the ancestors were embodied anew for new generations • Copying text was the… • Major way of getting at the texts’ meaning and of… • Obtaining the social prestige that came with a literate education Benedictine University

  15. Print & Power Kramsch, C. (1998). Language and Culture. NY: Oxford University Press. Institutional power has traditionally ensured cultural continuity by providing safeguards against the unbounded interpretation of texts With the advent of print culture, the need to hand copy texts disappeared…and so did the cast of scribes The combination of Gutenberg’s invention of the printing press (in approximately 1440) and the translation of the Bible into vernacular German by Martin Luther in 1522 made the sacred truths accessible to all This opened up the door to unlimited and uncontrolled proliferation of the meaning of traditional truths Benedictine University

  16. Print & Power Kramsch, C. (1998). Language and Culture. NY: Oxford University Press. • Soon, the church monopoly on meaning was replaced by the interpretive authority and censorship of secular powers • Whereas the written medium has been viewed as potentially more subversive than the spoken medium, • In reality it has also been constrained by institutions like the academy, the law, the publishing industry, that have always been in control of new technologies • The advent of the Internet has the potential of interjecting into our culture many interesting possibilities for the transmission and interpretive authority of the masses Benedictine University

  17. Social Construction of Literacy Kramsch, C. (1998). Language and Culture. NY: Oxford University Press. • Recent years have witnessed a rejection of what is now perceived to be an elitist and colonialist kind of literacy • The ‘primitive’ vs. the ‘civilized’ dichotomy implied by the theory of the “Great Divide” between oral cultures and literate cultures is now put into question • Besides the traditional belletristic literacy(elegant writing style not always aligned with human interest/moral/instructive content), scholars now recognize other sorts of illiteracies linked to various genres • For example: literary literacy, press literacy, instructional manuals literacy, scientific literacy • This traditional literacy framework has focused on the mastery of, or fluent control over, social uses of print language Benedictine University

  18. Social Construction of Literacy Kramsch, C. (1998). Language and Culture. NY: Oxford University Press. • Literacy, because it is not acquired naturally like orality and is usually learned in schools, has long been confused with schooling and societal standing • Children from diverse cultures bring to school different types of literacies, not all of which are validated by school literacy practices • If the acquisition of literacy is more than a matter of learning a new technology, and if the technology is not in alignment with the values, social practices, and ways of knowing promoted in educational institutions…then… • It may become a source of cultural conflict when the values of school do not match those of the home Benedictine University

  19. Social Construction of Literacy Kramsch, C. (1998). Language and Culture. NY: Oxford University Press. • Two perspectives on literacy: • Literacy as mastery of the written medium or • Literacy as social practice • These reflect two different ways of thinking of literacy as a stretch of written language: as text or as discourse • Each has a different relation to the cultural context in which it is produced and received Benedictine University

  20. Text and Discourse Kramsch, C. (1998). Language and Culture. NY: Oxford University Press. • Discourse encompasses: • Features of language that extend beyond sentences • Exploration of the associations evoked by the text • Use to retrieve the author’s intended meaning • Cohesion[the joining of, with the purpose to, form a united whole]: • Brings cultural meaning into play within the text itself • Is established by the discourse it elicits between printed words and their readers • Is constructed by the reader who puts the signs on the page in relation to a variety of factors that can be found in the cultural context • Coherence: To make text coherent, the reader must draw on: • Contextual factors • The text’s purpose and its conditions of production Benedictine University

  21. Literacy Events, Prior Text, Point of View Kramsch, C. (1998). Language and Culture. NY: Oxford University Press. The interaction of a reader, or community of readers, with texts of any kind has been called a literacy event Literacy events are defined by their members’ common social practices with writers’ language and common ways of interpreting these practices The knowledge that goes into literacy events draws on the larger cultural and historical context of production and reception of texts in a particular discourse community A situational contextexists for literacy events just as with conversational contexts Benedictine University

  22. Situational Contexts Kramsch, C. (1998). Language and Culture. NY: Oxford University Press. (pp. 60 – 61) Benedictine University

  23. Genre Kramsch, C. (1998). Language and Culture. NY: Oxford University Press. • Whereas a literacy event is defined as any interaction between reader and written texts within a social context • A genre is a socially sanctioned type of communicative event, either: • Spoken, like a sermon, a joke, or a lecture • Or printed, like a press report, a novel, or a political manifesto • Although sometimes viewed as a universal type fixed by literary and other conventions, a genre in a social-cultural perspective is always dependent on being perceived within a specific context of situation or culture Benedictine University

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