LANGUAGE Does your classroomcourse speak the language of diversity

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LANGUAGEDoes your classroom/course speak the
language of diversity?

• A faculty Professional Development
• In capacity Building for Diversity
• College of Education
• Bluemont Hall, Room No. 21, 4/14/06, 10AM-Noon
• Facilitators Dr. Socorro Herrera, Dr. Kevin
  Murry, Dr. Della Perez
• Kansas State University at Manhattan

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Get to know your neighbor

• As you arrive take time to learn about the
  participant sitting at your table.
• Pass around your faculty biography.
• What connects you?
• What new perspective do you bring to your group
  today?
• As a group, write one burning question you bring
  to this session.

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Drs. Socorro Herrera, Kevin Murry, Della
Perez Kansas State University
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We are here today!

• 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 or effectively
  foreclosed from any meaningful education.
• U.S. Supreme Court
• Lau v. Nichols (1974)

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The Prism ModelVirginia Collier (1995)
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Socio-cultural Checklist

• Read the Jose Case Profile.
• Confer with your group.
• Fill in blank socio-cultural checklist.
• What is Joses greatest need area?
• What does this tell you about possible program
  modifications and instruction for Jose?
• What does this mean with regard to classroom
  instruction?

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Resiliency Checklist

• Read the Jose Case Profile.
• Confer with your group.
• Fill in blank resiliency checklist.
• What is Joses area of greatest strength?
• What are the instructional implications of 1-4?

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Resiliency Based Instruction

• 1. Social Competence ability to
  establish/sustain positive, caring relationships,
  sense of humor, communicate compassion/empathy
• 2. Resourcefulness ability to critically,
  creatively, and reflectively make decisions, to
  seek help from others, recognize alternative ways
  to solve problems and resolve conflicts
• 3. Autonomy ability to act independently/exert
  control over ones environment, have sense of
  ones identity and detach from others engaged in
  risky or dysfunctional behaviors
• 4. Sense of Purpose ability to see bright
  future for oneself, be optimistic, and aspire
  toward achievement.

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CHAIN STORY
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How could we have supported the storytellers
during the second story?
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Supporting English Language Learners in
Mainstream ClassroomsClarification of
Definitions Perspectives

• Second Generation Immigrant Children
• o Children with at least one, first generation,
  immigrant parent (Hansen Kucera, 2006).
• First Generation Immigrant Parent
• o A parent who has himself or herself immigrated
  from another country to the U.S. (Hansen
  Kucera, 2006).
• The Hyphenated American
• Virtually universal applicability.

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Modified Jigsaw Activity

• Select one group leader AND a recorder.
• Count off 1-4 within your group
• Please write down your No.
• Read your segment
• No. 1 pp. 1-2
• No. 2 pp. 3-4
• No. 3 pp. 5-6
• No. 4 pp. 7 10 Only
• Share Summarize
• Share your handout segment with the group.
• Summarize/write key concepts (with implications
  for teacher preparation)on group flip chart.

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The Six Must Dos

• Plan instruction based on strengths.
• Examine cultural and linguistic background.
• Collect data on experiential background.
• Look at the stage and pattern of acculturation.
• Assess sociolinguistic development and language
  transfer.
• Examine culturally different cognitive habits of
  mind and learning styles.

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Differentiated Instruction How?

• Begin where students are.
• Build upon learner differences.
• Engage students through variant learning
  strategies.
• Use varied rates of instruction.
• Ensure that the student compares against
  him/herself rather than others.
• Provide specific ways for each student to learn.
• Establish learner-responsive, teacher-facilitated
  classrooms based on essential skills.

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Quiz Quiz Trade

• Have all students read the same section of a text
  (allow more proficient peers to translate the
  text for less proficient peers in the native
  language if possible).
• After reading the passage, each student thinks of
  a question, focusing on a basic understanding or
  vocabulary word, from the text and writing it,
  along with the answer on a 3x5 card.
• Students then pose their question to a partner,
  who will in turn pose their own question.

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Quiz Quiz Trade

• At this point, partners trade cards and find
  another partner.
• With each successive exchange, the student is
  taking someone elses thought processes,
  incorporating them into their own, posing those
  questions and hearing yet another perspective of
  the answer.
• In subsequent rounds, the students are asked to
  expand upon the established concepts, developing
  questions which grow progressively more
  analytical.
• By the fifth round, students are asking each
  other to apply the content and expanded ideas to
  real life scenarios.

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Benefits of Quiz Quiz Trade

• This is a wonderful way to get students to
  mediate the text for content as they develop
  questions for the facts or ideas theyve
  discovered through reading the text.
• The process engenders natural scaffolds as
  students make and share meaning together.
• As the activity progresses, the questions have
  evolved to elicit inferences, comparisons, and
  explanations.
• Finally, a few of the questions generated can be
  used for a quick verbal quiz after the activity
  while the rest of the questions can be used to
  create a more formal formative test in the future.

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CLD Strategies Explored in this Session

• Sociocultural Preassessment
• Checklists
• Role Play/Simulation
• Modified Jigsaw
• Brainstorming
• Quiz-Quiz-Trade

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I wish.. I wonder.. I think..