1. Urban Education Partnership of Maryland Raynor Roberts, Managing Member Non Native Adult Learners: Challenges & Strategies

2. HELLO From Around the World Afrikaans – haai Albanian – Tungjatjeta Arabic- صباح الخير – (Good morning) Bengali (India) – Namaskar Russian- Привет Congo- Mambo Chinese - 你好. (nei ho, lei ho) Danish- hej French- Bonjour Spanish- Hola

3. Objective: We will identify challenges that non- native adult learners face in the classroom. We will discuss strategies that will promote non-native students success in the classroom.

4. About the Urban Education Partnership The Urban Education Partnership is a consortium of rich organizations that specialize in education achievement, enrichment and advocate for parental involvement. Currently, with programs in four Baltimore schools, the Partnership has provided afterschool programs, parent literacy programs, Spanish/English Conversation programs, arts and literacy.

5. Our Current Program Formed in 2009, with combined 20 years experience in education Began working in five Baltimore City Schools through a Community Support for Schools Partnership Expanded partnership to include additional services for parents Afterschool programs – Martial Arts & Fencing GED/Adult Basic Education courses Summer Leadership Institute at the Virginia Military Institute

6. Understanding Cultural Differences is Key! We must teach to our audience. Is the message sent the message received?

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8. Knowing Your Audience is Key! Know your students in your class. Where are they from? How did they come to America?* Why did they come?* How long have they been here? How comfortable are they with the language?* Are they fluent in their native tongue? Do they have a learning disability?* * Please use caution, some questions my be sensitive and guarded information.

9. Knowing Your Audience is Key! If possible, try to get this information during your registration period. You may want to have students write an essay, BCR or letter telling you about themselves. Great Assessment! Profile sheets Class discussions Take advantages of holidays (ie., Hispanic Heritage Month or Halloween)

10. Knowing Your Audience is Key! Try to get this information prior to starting your class. It always enhances the experience for your students and the teacher. Great opportunity to promote diversity. Great opportunity to promote off site study groups or study partners.

11. Knowing Your Audience Is Key! Now that you know your students, you must use this information to do your research. Learn about possible nuances in American culture and the students’ culture. Do not assume!

13. Cultural Differences

14. Kids from many Latin American and Asian cultures show respect by avoiding the eye contact of authority figures. A teacher who's unfamiliar with this cultural norm, however, might interpret the lack of eye contact as just the opposite - a sign of disrespect.

15. Cultural Differences How close should people stand to each other when they're having a conversation? In areas of the Middle East and South America, people stand very close when talking. European Americans like to have more distance between them, while some African Americans prefer even more space. You can create great discomfort by standing too close to another person. Not being aware of this can even prevent someone from understanding or accepting the ideas you're trying to get across.

16. Cultural Differences Keep in mind that in some cultures women and men may not socialize in group settings together. This may mean that a co-ed classroom maybe an uncomfortable experience for these individuals Tip Approach group activities with compassion in these instances.

17. Understanding cultural differences in the classroom allows the teacher to: Teach effectively Create a positive and friendly environment Increase attendance of participants Enhances the participants ability to meet his or her goals

18. Content Area Challenges

19. The cultural differences effect how students perceive and process information. This includes your lesson…

20. Challenges for ELLs in Reading Remember that literature most often has cultural bounds. Do not expect ELLs to have prior knowledge of literary genres such as fairy tales, myths, and legends. If the teacher has not activated prior knowledge or built background information, knowing the vocabulary will not solve the problem. ELLs may be able to read the words but it doesn't mean they will understand the text. They are not aware of information that the author left unsaid; the information that "everyone knows."

21. Challenges in Reading Materials In English an abundance of idioms and figurative language in English texts density of unfamiliar vocabulary use of homonyms and synonyms grammar usage especially the "exceptions to the rules" word order, sentence structure and syntax difficult text structure with a topic sentence, supporting details and conclusion unfamiliarity with the connotative and denotative meanings of words

22. Challenges in Reading Materials In English ELLs may not have practice in expressing an opinion about text. use of regional U.S. dialects fear of participation and interaction with mainstream students story themes and endings can be inexplicable literary terms for story development are not understood unfamiliarity with drawing conclusions, analyzing characters and predicting outcomes imagery and symbolism in text are difficult.

23. Challenges for ELLs in Math There are considerable challenges for English language learners in math. There are challenges for teachers of mathematics, too. ELLs use a different processes to arrive at answers. Many teachers do not validate other systems and prior mathematical knowledge. Problem solving is not just language. but a thought process. Students from other cultures may be more concerned with getting the correct response than with the process. They may not be able to justify their answers.

24. Challenges for ELLs in Math formation of numbers varies from culture to culture use of decimal point and comma vary from culture to culture Students have no experience with our measurement system, It is an abstract to them. Math is not spirally taught in many cultures. So students may not know a lot about geometry, for example. Many students have never seen or worked with manipulatives. They may not take a lesson using manipulatives seriously. Students learn math by rote memory.

25. Challenges for ELLs in Math Math curricula in their countries may be primarily calculation. Word problems may not be introduced until much later. Estimating, rounding, and geometry are not often taught as early in other cultures. Mathematical terms do not always translate well. Mental math may be the norm. Students may not show work in addition, subtraction, multiplication and division or they may show work in a different way.

26. Tip Be very careful with subjects such as History and Social Studies. Some cultures may see fault in our perception of events as it relates to history or political topic. However, use those opportunities for your students to express opinions and strengthen their writing abilities.

27. Conclusion: Prepare yourself for the diverse cultures that you may in your class. Know your students and their goals. Create a safe environment. Create a tolerate environment. Conduct ongoing assessments to measure growth. Never assume! Never Be A Michael Scott!

28. What Not To Do!

29. Questions