Gender, Class & Ethnicity

1. Gender, Class & Ethnicity EDUC 601 WEEK 7

2. Session 7 Objectives • In Session 7, you will: • Participate in a Cultural-Warm Up Activity • Review Session 6 content • Apply cultural learning in a classroom situation • Critically evaluate approaches to cultural diversity in the classroom • Recognize the concepts inherent in cultural diversity • Express views on cultural learning • Discuss issues that have implications for classroom practices Benedictine University

3. Warm-Up Activity EDUC 601 Session 7

4. Group C: Warm-Up • Introduction of Warm-Up Activity • Activity • Debrief of Activity • Next Steps Benedictine University

5. Session 6 Review EDUC 601 Session 7

6. Accommodation Strategies Debrief Slide 17 (Session 6): • Large Group Threaded Discussion: • Describe one original accommodation strategy you posted in Session 6 • Describe a classmate’s accommodation strategy you recorded from the threaded discussion that you could use in your classroom • All responses should include: • A title for the strategy • A description of how and when the strategy may be used in the classroom • A rationale to support the value of using the strategy Benedictine University

7. Characteristics of Individualistic & Collectivistic Value Systems Debrief Slide 21(Session 6): • What are the characteristics of • Individualistic Value Systems? • Collectivistic Value Systems? • How can awareness of the distinctions between these two value systems help you as an ELL teacher? • What are the benefits and risks of each value system? Benedictine University

8. Characteristics of Individualistic & Collectivistic Value Systems Debrief Slide 22 (Session 6): • Based on the definitions of individualistic and collectivistic societies, what three classroom situations and practical solutions do you feel can be successful in an ELL classroom? Benedictine University

9. Literacy… Debrief Slide 35: • H. G. Widdowson states (p. 104) that: • “Literacy can intensify a sense of self only if written texts are put in relation with readers’ selves, i.e., if they are read not just as linguistic products but as discourse.” • In your opinion, what is Widdowson referring to and why? • James Gee states (p.105) that: • “Literacy”, says Gee, “is much more than just the ability to read and write. It is an ability to signal one’s membership in a socially meaningful discourse community.” • What does Gee refer to when he states “…signal one’s membership..”? Benedictine University Kramsch, C. (1998). Language and culture. NY: Oxford University Press.

10. Kramsch Chapter 6: Language & Cultural Identity: EDUC 601 Session 7

11. Language - Sense of Self Kramsch discusses in Chapter 6 the nature of the linguistic sign of language as: • The link between a language and its legitimate discourse community • The symbolic capital associated with the use of the particular language or of a literate form of that language • She concludes with the idea that these concepts are associated with language in relation to a person’s sense of self • Do you agree or disagree? Why? Benedictine University

12. Language - Sense of Self Chapter 6 Small Group Activity: • Group Readings: • Group A: pp. 65-69 to the end of Cultural stereotypes • Group B: pp. 70- 74 to the end of Linguistic nationism • Group C: pp. 74-77 from Standard language, cultural totem to end of chapter • Individually review the pages that are assigned to your group and prepare a short summary points of key ideas • Divide into your small groups (A, B, C): Compare and contrast the summary points of the group • Prepare a master list of key points presented in the reading assigned to your group • Be prepared to present your key points to the class Benedictine University

13. Language - Sense of Self Chapter 6 Small Group Activity Debrief: • Kramsch(p. 77) states that language is the most sensitive indicator of the relationship between an individual and a given social group. Based on this position, what key ideas or concepts did your group identify in the readings? • Group Key Points Discussion: • Group A: pp. 65-69 to the end of Cultural stereotypes • Group B: pp. 70- 74 to the end of Linguistic nationism • Group C: pp. 74-77 from Standard language, cultural totem to end of chapter Benedictine University

14. Nieto chapter 3: Language as Culture EDUC 601 Session 7

15. Culture As Language Crossword Puzzle Activity • Divide into your Small Groups A, B, & C • All groups will be given the “Culture As Language” crossword puzzle • Concepts within the puzzle are based on the content from Chapter 3 pages 60 - 71 • Each group has 30 minutes to complete the puzzle • The first group to completes the puzzle correctly wins 5 points per group member that will go toward the FINALClass Participation Grade 89-99 Benedictine University

16. Culture As Language Crossword Puzzle Debrief • Award the 5 points to each member of the winning group… Congratulations! • Which top 3 terms/concepts presented in the crossword puzzle have the most potential to impact an ELL’s learning experience? Why? • Can you provide a classroom example to illustrate your response? • What are the concepts inherent in cultural diversity? • What issues impact classroom practices? • What are your personal views of cultural learning? Benedictine University

17. Oral 5A Presentation: Group B EDUC 601 Session 7

18. Research on Target Culture Presentation • Group B will: • Present their findings on their targeted cultural group and sub-groups • Facilitate the large group discussion • Lead a discussion on the implications for ELL classrooms • Each group will have up to 60 minutes for their presentation Kramsch, C. (1998). Language and culture. NY: Oxford University Press. Benedictine University

19. Practicum Update EDUC 601 Session 7

20. In-Class Collaboration • Time permitting, take 15- 20 minutes to collaborate with your Small Groups about the practicum process • Each group is to discuss their progress and update colleagues on individual progress • If your group has completed the group presentation, take time to work on Assignment 5B Benedictine University

21. Self-Reflection Journal EDUC 601 Session 7

22. Activity SR Journal D2L • Reflect on two key points from Session 7 • Provide a rationale to support your key points from Session 7 Don’t forget to Upload your SR Journals Benedictine University

23. Session 7 Assignments Due Session 8 EDUC 601 Session 7

24. Session 7 Assignments • Readings: • Kramsch Section 2, readings 19-22 (Anderson, LePage &Tabouret-Keller, Rampton, Pennycook) pp 107-112 • Rothstein-Fisch Article 5: • Conceptualizing interpersonal relationships in the cultural contexts of individualism and collectivism. • Due Session 8: Assignment 4 –Group CWritten Warm-up report • Due Session 8: Assignment 5A – Group B Written Report • Due Session 10: Assignment 5B - [All] Ethnographic Interviews • Due Session 9 – Textbook or Material Analysis [In-Class Activity] • Continue to research a book, short story or video for ELLs that focuses on cultural diversity • An Internet resource is: http://www.murthy.com/films.html • Students will be asked to bring a textbook or other materials to be analyzed during Session 9 Benedictine University

25. IDEA Course Evaluation Please check your BenU account for notifications and directions You may access the survey by clicking on the link on the course homepage The evaluation must be completed within 48 hours of the last classroom session The survey must be completed in one sitting, it cannot be re-opened Thank you for your input 

26. Session 7 & 8 Objectives EDUC 601 Session 7

27. Session 7 Objectives • In Session 7, you have: • Participated in a Cultural-Warm Up Activity • Reviewed Session 6 content • Applied cultural learning in a classroom situation • Critically evaluated approaches to cultural diversity in the classroom • Recognized the concepts inherent in cultural diversity • Expressed views on cultural learning • Discussed issues that have implications for classroom practices Benedictine University

28. Session 8 Objectives • In Session 8, you will: • Review Session 7 content • Define “cultural identify” • Review cultural stereotypes • Define “language crossings” in relation to cultural identity • Revisit the definition of “culture” • Examining cultural superiority and personal identity • Examine the impact of cultural identity on the K-12 ELL settings Benedictine University

29. Gender, Class & Ethnicity EDUC 601 Session 7