1. Crafting a Comprehensive Response to Cultural and Linguistic Diversity: A Perspective from the U.S. FORUM Centre for International Mobility and Cooperation Helsinki, Finland 26.1.2012 Nancy L. Commins, Ph.D. University of Turku 2011-2012 Fulbright Scholar

2. Guiding Questions How can we build on the opportunities that linguistic and cultural diversity provide? What kinds of common understandings and principles are needed to guide our work? How can knowledge about learning through two languages enhance the way we structure educational policies and programs?

3. Big Ideas Issues of linguistic and cultural diversity are connected to larger issues of race, poverty and prejudice Instruction organized with the needs of second language learners in mind will benefit every student in the classroom. Chances for success improve when all the adults in a school (or system) share responsibility for the success of all students The degree to which this can happen is dependent on the vision and wisdom of school leaders

4. Reality of Linguistic & Cultural Diversity Learning through a second language is much more than just “learning a second language” It is more challenging to teach students who are learning through their second language When teachers and students come from different cultural and language backgrounds, there can be many misunderstandings in both directions.

5. Bottom Line The goal of all educators should be to improve the academic achievement of EVERY child in the school. The question before every staff should be: “How can we best organize ourselves and our resources to meet the needs of ALL students?” Miramontes, Nadeau & Commins, 2011

6. Perspective Needed in the U.S. Students who enter school speaking a language other than English are not broken. THEY DO NOT NEED TO BE FIXED

7. RANGE OF PROGRAM STRUCTURES: Programs for second language learners can be placed on a continuum, based on how much of the students’ primary language is used in instruction.

8. RANGE OF PROGRAM STRUCTURES IN THE U.S. > All English Instruction > Primary Language Support Content Reinforcement / No Literacy > Primary Language Instruction Literacy Only > Full Primary Language Foundation Content & Literacy Instruction

9. Effectiveness? Research shows that all of these program structures include instruction in English and all can produce academically proficient English speakers. HOWEVER They vary in important ways – The length of time it will take – The extent to which teachers will need to modify their instruction to make the curriculum understandable to all students – Students’ potential for lifetime bilingualism

10. How is academic competence best developed in linguistically diverse settings?

11. First and Second Language Acquisition: Common Underlying Proficiency Surface Level L1 L2 Common Underlying Proficiency Adapted from Jim Cummins by John Hilliard, IRC

12. Learning through the Mother Tongue Listening, observing, reading, and imitating, doing S peaking, writing, artistic expression, physical movement, etc.

13. Deepen the Reservoir  Strengthen the Pathways

14. Learning a Second Language Begins With Representing What is Already Known L2

15. Adding to the Reservoir Through a Second Language L2 TRANSFER

16. Our Job As Educators Fill the reservoir as deeply as possible Assure that students are gaining concepts and knowledge and practicing higher order thinking skills – no matter the context or the language used to do so

17. Students Need To Be Able To Talk about Interact with Act on Read about Write about Connect to Important Ideas

18. The figure at the end of the road represents academic bilingualism. Emerging bilinguals are traveling on both pathways Our role: Make sure students can get there.

19. Implication for Instruction: Students benefit when teachers organize instruction to help them take what they know in one language and express it through the other.

20. Critical Understanding If we organize for the whole school based on the understandings that guide instruction for ELLs the blue pathway then every child, regardless of language background or proficiency, would benefit. Including highly literate native speakers of the dominant language!

21. Putting Linguistic & Cultural Diversity At The Center Of The Work

22. Teaching & Learning in Linguistically & Culturally Diverse Settings Homogeneous Groups in L1 Homogeneous Groups in L2 Heterogeneous Groups Exploring Bilingualism Sociopolitical Context - Global Issues Lessons in C1 Groups Lessons In C2 Groups Lessons in Integrated Groups Direct Instruction on Equity and Intercultural Competence Time to Practice Equity and Intercultural Competence Developed by Nancy Commins, Silvia Latimer & Sheila Shannon

23. A Contribution to the Evolving Dialogue

24. Putting Linguistic & Cultural Diversity At The Center Of The Work Engage in school-wide efforts in which all adults share in the decision making & instructional responsibilities for all students.

25. Underlying Assumptions Learning is a process of development that is both dynamic and constructive. The primary language, developed in the context of social interaction, is fundamental to the thinking, learning, and identity of every individual. Students’ first and second languages interact with each other. The instructional opportunities students receive in each language will play a critical role in determining their levels of bilingualism and academic achievement in any language. Bilingualism is a cognitive, social, and economic asset for all people, and schools can play a significant role in helping students from English and non-English backgrounds develop full academic bilingualism. Individuals will need to function in a multicultural society. Students’ knowledge of their own culture as well as the culture of others is important not only to their school performance but to their overall success in life. Miramontes, Nadeau and Commins (2011) 2 nd Edition Teachers College Press Restructuring Schools For Linguistic Diversity: Linking Decision to Effective Programs Miramontes, Nadeau and Commins (2011) 2 nd Edition Teachers College Press Restructuring Schools For Linguistic Diversity: Linking Decision to Effective Programs

26. Underlying Assumptions The sociopolitical context has a direct impact on pedagogical decisions about education. Educators’ underlying attitudes toward students’ families, cultures, and languages shape their instructional approaches and can result in very different academic outcomes for students from differing backgrounds. Schools can make a positive and significant difference for students when educators account for the complex interaction of language, culture, and context, and decisions are made within a coherent theoretical framework. In all programs, there are ways to organize even limited resources to optimize student achievement. The most effective programs for linguistically diverse students result from a decision-making process that involves a total school community. These assumptions hold true for all students, set the vision for the entire school, and provide the foundation for Organizing Principles (see Chapter 2). Miramontes, Nadeau and Commins (2011) 2 nd Edition Teachers College Press Restructuring Schools For Linguistic Diversity: Linking Decision to Effective Programs

27. Organizing Principles Active learning The primary language foundation Learning through two languages Strategies and contexts for second language development Standards-based differentiated instruction Instructional assessment Sociocultural and political implications Parents and community Intercultural competence School-wide process for decision making Miramontes, Nadeau and Commins (2011) 2 nd Edition Teachers College Press Restructuring Schools For Linguistic Diversity: Linking Decision to Effective Programs

28. Take A Moment To Reflect How does this mindset interface with the initiatives already in place in Finland? How can these understandings be used to improve outcomes for students? How can these understandings be more explicitly incorporated into educational policies and practices? What are the implications for research?

29. Possible Topics For Further Discussion

30. KIITOS Danke Thank you شكراً Merci Gracias շնորհակալեմ naleco@utu.fi