Teaching Culturally and Linguistically Diverse Students

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Teaching Culturally and Linguistically Diverse
Students
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• Linguistically Diverse
• language is diverse
• degrees of proficiency
• Culturally Diverse not mainstream white
• background
• home environment
• ESOL - ELL - ESL

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• 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

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• 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

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Roots of American Multiculturalism

• First Nations
• Land of Immigrants - Spanish
• - Vietnamese
• - Hispanic
• - African
• Numbers are growing
• National trend east to west, north to south

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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
• Dont use these to sterotype!!!

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To Help Guide your Inquiry

• Time Perception
• Work Expectations
• Gender Roles
• 
  Expected Behaviors
• 
  Personal Space

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Cultural Boundaries

• Differences between students/peers and
  educators/curriculum
• Why are these boundaries crossed by some cultures
  more easily than by others
• John Ogbus theory autonomous minorities
• 
  voluntary minorities
• 
  involuntary minorities

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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

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• 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

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Accommodations/Assessments

• Assessment is seen as an area in need of
  development
• Be the students 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

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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

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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!!

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Variety of Assessments

• Visual images
• Draw on prior knowledge
• Gestures
• Mentors and translators
• Simplify
• Demonstration

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• Good Bye!!!

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