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Culture . Today. We will…. Explore culture and the implications for teaching English Learners Examine school culture and climate Look at specific ways to improve the culture and the climate of a school Review EDUCATE Alabama Diversity strand. Culture. Activity - Carousel Charts
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Today We will… • Explore culture and the implications for teaching English Learners • Examine school culture and climate • Look at specific ways to improve the culture and the climate of a school • Review EDUCATE Alabama Diversity strand
Culture Activity - Carousel Charts Carousel around the room to answer questions about culture. Choose a spokesperson to read questions and responses to the whole group. Whole group discussion
What is Culture? • Culture is not innate, but learned. • Culture is shared and it has an important role in defining the social boundaries of different groups. • The various facets of culture are interrelated.
Family life Social interactions Education Work and achievement Individuality Wealth and materialism Time Age Space Communication and linguistics Religious tenets Nature Continuum of Cultural Variants
Culture is… What is Culture? • Art • Literature drama music • folk dancing heroes cooking dress Eye behavior Facial expressions Notion of modesty conception of beauty ideals of childrearing definition of sin courtship practices theory of disease conception of status mobility Status designations competition or cooperation body language patterns of handling emotions communication patterns notion of time
What’s In a Gesture? • Number 1-10 • Watch each gesture and write the meaning. • Indicate if you think it is considered rude in the United States.
Researchers found evidence to suggest that some modification of school patterns to more closely resemble home and community patterns may have a positive effect on school success for language minority students. Ovando, 2003
Pathways to Partnership There should be an equitable partnership between the schools and the community for all students. However, in most schools, there is an imbalance of power between the school and the language-minority community.
Turn and Talk What is the role of the school in this process of acculturation? Where are you in this process? Are we considering the stages of adjustment that are experienced by our newcomer parents. Have we considered what we can do to make this process easier?
Assimilation Is... • A process in which an individual or group takes on the traits of another culture, leaving behind the original cultural identity.
Stand Up and Be Counted Stand Up If… This activity is designed to demonstrate how we are all members of a minority
The Prism Model Thomas and Collier (1997)
School Setting: • We must promote effective participation of EL students in the educational programs offered by the district. • We have the responsibility to adequately notify language minority group parents of school activities that are called to the attention of other parents.
Advanced Level • Parents are consistently participating in literacy workshops/Parent meetings and bilingual materials are available to students and parents. • Parents use bilingual materials consistently • All district, school, and classroom documents are sent home in the native language. • Interpreters are available at all meetings.
Celebrating Culture/Diversity • The entire school staff works together collaboratively to ensure that parent, student, and staff diversity is celebrated and represented through the physical environment of the school throughout the year. • All school staff respect, embrace, and celebrate the school’s diverse population, regardless of personal biases.
Welcoming Environment • All parents and visitors are openly welcome in the school and structures are in place to support them when they are there.
When studying ELs’ countries, we can invite parents in the classroom to share culture and artifacts. If the parent does not speak English, their child can interpret while the parent shows artifacts. Ask parents to translate books written by students to create bilingual books. EL students can tell parents what the page says and parents can write it in their first language. Ask students to interview parents about a specific topic to share with the classroom. In the EL classroom allow students to plan a family reception and put on a show for parents. Ideas for Celebrating Diversity
Classroom • Include culturally relevant narrative and expository text materials in your lessons • Remember prior knowledge holds the key to conceptual understanding.
Welcoming Environment How do you create a welcoming environment in your school for all students? How do you create and ensure that you have a welcoming environment in your school for language minority students?
Survey your parents… Survey Monkey.com
Developing a Strong Partnership with your Parents It can begin with holding a family night at the beginning of the school year. At this meeting a teacher can achieve two objectives: • Establish shared expectations with the parents about the upcoming school year • Offer suggestions and support to assist families in helping their child.
Other Ideas… • Family Literacy Programs • School-Community Partnerships • Parent Resource Rooms
Parental Challenges and Struggles • In your group discuss and record challenges and struggles you believe our EL parents experience when getting them involved in the school. • Make a separate list of ways we can alleviate the struggles and challenges to ensure EL parents are active in the school. • Share group findings with whole group.
Features of Effective Programs for English Learners • High Expectations for ELs • Language development and content development are integrated • Concept development in L1 is supported • Comprehensive staff development provided for all faculty & Staff • The entire school environment supports ELs • There is active support from school leaders. Adapted from Myths and Realities, (2007) by K. Samway, D. McKeon
Alabama Department of Education Resources SÁNCHEZ–LÓPEZ, L. (2009), Language and Culture Pedagogy: From a National to a Transnational Paradigm by RISAGER, KAREN. Sheltered Content Instruction: Teaching English Learners with diverse abilities, 2011. Pearson, Boston Samway, K and McKeon, D. Myths and Realities, 2007. Heinemann, Portsmouth
Alabama Department of Education Victor Case Study Assignment
Buy-in… Alabama Quality Teaching Standards • Content Knowledge • Teaching and Learning • Literacy • Diversity • Professionalism
Culture, Ethnic, and Social Diversity 4.1 Develops culturally responsive curriculum and instruction in response to differences in individual experiences, cultural, ethnic, gender, and linguistic diversity, and socioeconomic status 4.2 Communicates in ways that demonstrate sensitivity to diversity and acknowledges and responds to various cultural, ethnic, and social modes of communication and participation.
Culture, Ethnic, and Social Diversity 4.3 Demonstrates and applies to own practice an understanding of how personal and cultural biases can affect teaching and learning.
Language Diversity 4.4 Supports learners to accelerate language acquisition by utilizing their native language and linguistic background. 4.5 Guides second-language acquisition and utilizes English Language Proficiency strategies to support learning. 4.6 Differentiates between learner difficulties related to cognitive or skill development and difficulties related to language learning.
