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Reducing Drop-Outs Among Culturally and Linguistically Diverse Students

Reducing Drop-Outs Among Culturally and Linguistically Diverse Students. Davison M. Mupinga & Emily E. Mupinga Kent State University. Agenda. Background-Population Demographic Changes Implications to schools Characteristics of CLD Students Challenges & Implications to schools

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Reducing Drop-Outs Among Culturally and Linguistically Diverse Students

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  1. Reducing Drop-Outs Among Culturally and Linguistically Diverse Students Davison M. Mupinga & Emily E. MupingaKent State University

  2. Agenda • Background-Population Demographic Changes • Implications to schools • Characteristics of CLD Students • Challenges & Implications to schools • Challenges in CLD Classrooms • Culturally Responsive Educator • Cultural awareness & sensitivity • Building relationships with students & families • Culturally responsive classroom strategies

  3. Background Changing Population Demographics In 2050, United States will look different from today: • Whites will no longer be in the majority. • Minority population (now 30%), to exceed 50% (Smithsonian Mag, 8/2010) Changing School Demographics • Throughout U.S. 47 million (18%) speak language other than English • Majority ELLs speak Spanish (28.1 million) • Asian & Pacific Islanders 2nd place in ELL population. • One in six school-age child’s home language is not English (almost 10M) (Source: Digital Chalkboard, 2015) • U.S. School Enrollment Hits Majority-Minority Milestone - • Projected to be 50.3 % according to National Center for Education Statistics. (Source: Ed. Week, August 19, 2014)

  4. Characteristics of CLD Students ?

  5. Challenges & Implications for Schools • Students require English-language instruction • An increase in students living in poverty, • Teacher-student disconnect • Students whose life experiences differ from their teachers’ • Improve educational outcomes for this new & diverse majority of American students

  6. Why Bother With CLD Drop-Outs? Consider the economic costs for CLD students without a HS diploma… “both to the individual who must navigate the adult labor market without a base set of academic credentials, and to the society at large that must incorporate an inadequately prepared individual into its economic and civic spheres” (Amos, 2013).

  7. Challenges in CLD Classrooms • Students overly dependent on teachers • Language barriers (+ persistent use of 1st language) • Different cultural values • Unclear expectations/instructions • Strong student dominance (from the majority) • Academic integrity • Defiant, distracting, inattentive or unmotivated students

  8. Culturally & Linguistically Responsive Educator • Cultural Awareness & Sensitivity • Building relationships with students & their families • Culturally responsive classroom strategies

  9. Cultural Awareness & Sensitivity • Your culture shapes everything you do! • Personal space, body language, voice volume etc. • E.g., What is the most important feature in communication? • Do all cultures value it? • Be aware of your assumptions. • Take notice when making a judgment, positive or negative, about a child or parent, & figure out what the judgment is based upon. • Learn about your students’ cultures • Ask students about traditions & events in their communities. • When in doubt - ASK ???

  10. Why Build Relationships with Students & Families? “Studentswho feel that their teacher cares about them are more likely to cooperate, follow the classroom rules & routines, & engage in academic activities” (Garrett, 2015). “Familieswho feel a connection with the teacher are more likely to participate in classroom & school-wide activities as well as support teachers with academic & behavioral goals the teacher may establish for their child” (Garrett, 2015). • So, how do you build the relationships??

  11. Building Relationships - Students & Parents (SP) • Establish rapport with SP & let them know you care! • Get to know their traditions & communities. • Consider attending some • Build Positive Communication With Parents • Explain the function of the school • Help parents locate community resources. • Involve parents in school activities/Parent volunteers

  12. Culturally Responsive Classroom Strategies (1) • Use simple vocabulary structures & shorter sentences, limiting the use of idioms, slang, pronouns (he/she); humor (think context). • Label important items in the classroom in several languages. • Use reiteration to help students acquire the rhythm, pitch, volume, and tone of the new language. • Use gestures, facial expressions, voice changes, demonstrations to convey meaning of new words.

  13. Culturally Responsive Classroom Strategies (2) • Supplement oral instruction & descriptions with visuals • Offer frequent summaries& check students’ comprehension. • Emphasize communication effort rather than appropriateness of form. • Use multicultural materials to foster cross-cultural understanding • Create non-threatening atmosphere

  14. Summary…Knowledge Teachers Need 1. Learn about your OWN culture 2. Learn about your STUDENTS’ culture & linguistic traits 3. Use this knowledge to inform your teaching 4. Use multicultural materials & examples 5. Engage the students’ families 6. When in doubt… consult others … we all can be part of the solution!

  15. Questions? Questions/Comments and Suggestions Davison M. Mupinga, Email: dmupinga@kent.edu Emily E. Mupinga, Email: emupinga@kent.edu

  16. References • Daniel, J., & Friedman, S. (2005). November). Preparing Teachers to Work with Culturally and Linguistically Diverse Children. Beyond the Journal. Young Children on the Web . Retrieved from http://www.naeyc.org/files/yc/file/200511/DanielFriedmanBTJ1105.pdf • Deardorff, D.K. (2007). How do I approach my role in teaching students with very different cultural backgrounds? Retrieved from http://soe.unc.edu/news_events/news/2009/090917_esl_workshop/2_Model_of_intercultural_competence.pdf • Education Week, (2014, August 19). U.S. School Enrollment Hits Majority-Minority Milestone. Retrieved from http://www.edweek.org/ew/articles/2014/08/20/01demographics.h34.html • National Association for the Education of Young Children , (1995). Responding to Linguistic and Cultural Diversity Recommendations for Effective Early Childhood Education. Retrieved from https://www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF • Ross, L. (n.d). How to develop positive relationships with today’s diverse families. Retrieved from http://www.scholastic.com/teachers/article/connect-kids-and-parents-different-cultures-0# • Smithsonian.Org. http://www.smithsonianmag.com/40th-anniversary/the-changing-demographics-of-america-538284/?page=2 • Terry, N,P., & Irving, M,A. (2010). Cultural and Linguistic Diversity: Issues in Education. http://www.kendallhunt.com/uploadedfiles/kendall_hunt/content/higher_education/uploads/colarusso_ch04_5e.pdf • Teaching Tolerance: http://www.tolerance.org/culture-classroom • Other Resources, visit: http://www.castonline.ilstu.edu/hurd/KNR378/Assignments/Diversity/individual_diversity_assessment.htm

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