Presentation on theme: "We will… Explore culture and the implications for teaching English Learners Examine school culture and climate Look at specific ways to improve."— Presentation transcript:
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
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 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
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
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 is Culture?
QuestionAgreeDisagree 1. You arrive for dinner an hour late in Costa Rica. Your hosts will be insulted. 2. The parents of your student from Brazil show they do not care how their child is doing in school when they arrive 45 minutes late for a conference with you. 3. The parents of your student from Mexico keep their children out of school on the flimsiest of pretexts. They don’t care about their children’s education. 4. Your new student from Argentina stares at you all the time. The student is belligerent and was not taught any manners.
Question/AnswersAgreeDisagree 1. You arrive for dinner an hour late in Costa Rica. Your hosts will be insulted. 2. The parents of your student from Brazil show that they don’t care how their child is doing in school when they arrive 45 minutes late for a conference with you. 3. The parents of your student from Mexico keep their children out of school on the flimsiest of pretexts. They don’t care about their children’s education. 4. Your new student from Argentina stares at you all the time. The student is belligerent and wasn’t taught any manners.
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
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?
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.
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.
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.
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.
Include culturally relevant narrative and expository text materials in your lessons Remember prior knowledge holds the key to conceptual understanding.
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.
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.
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
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.
4.3 Demonstrates and applies to own practice an understanding of how personal and cultural biases can affect teaching and learning.
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.