Working with Culturally and Linguistically Diverse Children and their Families Maria Isolina Ruiz, M.S.

1. Working with Culturally and Linguistically Diverse Children and their Families Maria Isolina Ruiz, M.S.

2. Culture

3. What is culture? • Race • Ethnicity • National origin • Sexuality • Gender • Religion • Age • Social class • Disability status • Immigration status • Education • Geographic location • Rural, urban, suburban • Time • Other (???)

4. Cultural… Sensitivity Competence Cultural sensitivity involves being aware that cultural differences and similarities exist and influence people’s beliefs, values, learning styles, and behaviors. Cultural competence involves being able to function effectively in other cultures, valuing and respecting diversity and being sensitive to cultural differences.

6. Why do I need to be culturally competent? • Culture shapes children’s experiences. • It affects children’s and families’ access to crucial services. • It shapes parents’ perception of disabilities. • It influences parents’ perceptions of and responses to services. • If shapes parents’ beliefs of how to educate/teach/assist children. • It influences parents’ understanding of their vs. professionals’ roles in assisting children’s development.

7. Some Facts about American Children Number of public school students that are English Language Learners (ELLs): • 1990- one in 20 • 2007- one in 9 • 2030- 4 in 10 80% of ELLs in the US are of Hispanic or Latino descent. 76% and 56% of ELLs attending elementary and secondary schools have been born in the US. Artiles, Rueda, Salazar,& Higareda, 2005; Department of Education, 2003; Goldenberg, 2008; KewalRamani, Gilberson, Fox & Provasnik, 2007).

8. Some Facts about Louisiana Children • 6% of Louisiana public school students speak a language other than English at home. • 1.8% of students have limited English language proficiency. • Among children of immigrants, 55% have parents who have difficulty speaking English. (kidscount.org/ base/bystate/ stateprofile.aspx? state= LA&group).

9. ELLs are underrepresented in special education in the lower grades and overrepresented in the upper grades. Artiles, Rueda, Salazar,& Higareda, 2005; Department of Education, 2003; Goldenberg, 2008; KewalRamani, Gilberson, Fox & Provasnik, 2007).

10. Some Facts about Louisiana Children

11. What do to I need to know when evaluating or planning for C&L diverse, or bilingual/bicultural, children and families?

12. First-generation vs. second and third generation immigrants. Beware of stereotypes! • C&L diversity is about more than language!

13. You need to know that… Between ½ to 2/3 of the world’s population is bilingual. (Macrory, 2006).

14. You need to know that… *Language *Academics

15. Strategies

16. 1- Compare the child to “typical” English-speaking peers

17. 2- Compare the person to “true peers”

18. Home language • Compare child’s performance and difficulties to the ones exhibited by other children who speak the same native language. • Find out if any of the difficulties exhibited by the child can be explained by general characteristics of the native language or cultural differences.

19. Does the child speak English? Did the child speak English upon entering school, coming to the country, or receiving services? • Was the child immersed in English upon entering school? • Type of educational program or services received by the child in the U.S. (Bilingual, ESL, etc.)

20. Language Proficiency L1, L2, & bilingual verbal abilities • Receptive: listening & reading • Expressive: speaking and writing .

21. Native Language Proficiency • Language is used at home (parents, siblings), with friends, TV, newspaper, church, community • Does the child/parent read and write in the native language? How well?

22. Time in the U.S. Compare child’s progress to that of other children with similar characteristics who have been in the country for approximately the same amount of time.

23. Developmental/ Educational Background • Did the child attend school or received services in the native country? • Child’s development and performance in the native country • Native country vs. American education and services

24. Family Cultural Background • Family cultural views on disability, child’s needs, special education and services, etc. • Parents’ socio-economic and educational history

25. Parents’ Concerns • Listen to parents’ concerns about the child’s performance • How does this child’s development, behavior, learning process compare to that of the siblings? • Recruit the help of a native speaker

26. 3- Consider emotional issues

27. Be aware of different levels of acculturation. Do parents understand the American culture, educational system, health-care system, and professionals 'expectations? • Recognize signs of cultural shock. For example: Anxiety Withdrawal Silence/unresponsiveness Response fatigue (cognitive & emotional) Distractibility Resistance to change Confusion/Disorientation

28. Trauma & Stress • Family stress • Trauma related to move to U.S. • Trauma related to life in the native country • Social stress; feelings of discrimination

29. 4- Provide appropriate support during interventions or services Consider stages of language development of bilingual children. Re-word instructions in simpler phrases. Model instructions.

30. Use concrete, hands-on aids. • Break instructions into smaller steps. • Provide visuals. • Provide additional processing time. • Model correct responses. • Teach vocabulary explicitly and in advance.

32. Thank you Gracias Merci Grazie Mahalo Arigato Muito Obrigado

33. Questions