Teaching Culturally and Linguistically Diverse Students

1. Teaching Culturally and Linguistically Diverse Students

2. Linguistically Diverse language is diverse degrees of proficiency • Culturally Diverse – not mainstream white background home environment ESOL - ELL - ESL

3. Cultural Diversity • Macroculture – core culturally influences in a society • Microcultures – cultural influences of a family community Core Values such as education can be on very different levels of importance

4. Equality = Equity ?? • Multicultural Education – is the idea that all students, of all linguistically and/or culturally diverse backgrounds have an equal opportunity to learn • Equality – may not always translate into equal opportunity and a distinction must be made between equality and equity • Equity - is the desire for fairness rather than treating everyone the same

5. Roots of American Multiculturalism • First Nations • Land of Immigrants - Spanish - Vietnamese - Hispanic - African Numbers are growing National trend – east to west, north to south

6. Culturally Responsive Classrooms • Starting point – ask yourself some important questions • 13 general questions (pg.269) • Ever classroom population is unique, so here are 5 we chose, from these 13 questions • Don’t use these to sterotype!!!

7. To Help Guide your Inquiry Time Perception Work Expectations Gender Roles Expected Behaviors Personal Space

8. Cultural Boundaries • Differences between students/peers and educators/curriculum • Why are these boundaries crossed by some cultures more easily than by others • John Ogbu’s theory: autonomousminorities voluntary minorities involuntary minorities

9. Guidelines/Practices/Programs Some dominating themes for teaching linguistically and culturally diverse learners include the following: • Reflect on your own cultural background – learn about the cultures of your students, creating a culturally responsive setting • Learn about the microculture of your students, communicate in native language - if possible

10. Lessons should be culturally relevant – integrate their culture when ever possible • Have high expectations with necessary accommodations (equity) • Acknowledge the diversity to help students make connections • Use a variety of instructional strategies

11. Accommodations/Assessments • Assessment is seen as an area in need of development • Be the student’s advocate • Know the types of program available for your students in your district - ESL programs – integrated and content-based - Bilingual programs – early/late exit programs

12. Framework for Second Language Acquisition • A guide for making accommodations based on five interrelated factors • Situational Factors • Linguistic Input • Learner Characteristics • Learning/Developmental Process • Secondary Language Output

13. Statistics to Note: • Testing bias? • High percentage of African, Latin, and Native students being identified as having learning disabilities, emotional disorders, etc, but the low percentage being identified as gifted or talented • Drop out rates of up to 80% for students of African cultures from the inner city schools • Be cautious!!

14. Variety of Assessments • Visual images • Draw on prior knowledge • Gestures • Mentors and translators • Simplify • Demonstration

15. Good Bye!!!

16. Good –Bye - English • Soraidh Leibb - Gaelic • Ja Me – Ja[anese • Au Revoir – French • Shalom – Hebrew • Ciau – Italian • Zai jian – Chinese • Yasou – Greek • Bis dann – German • Hasta la vista - Spanish