Teaching Diverse Learners

Introduction The demographics of our nation and schools are changing. Also, the number of students whose first language is not English is increasing substantially. The macro-culture represents the dominant culture of the U.S. Micro-culture represent the students’ home cultures.

Multicultural Education The goal of multicultural education is to change the structure of schools so that students from different cultural groups have an equal chance to achieve in school. Learning about your students’ home cultures and communities and integrating those cultures and communities into the curriculum is important.

Cultural Competence Cultural competence is the ability to successfully teach students who come from a culture or cultures other than one’s own. Entails developing personal and interpersonal awareness and sensitivities Requires an understanding certain bodies of cultural knowledge, and mastering a set of skills that demonstrate culturally responsive teaching

Characteristics of a Culturally Competent Teacher (1) Valuing diversity (2) Awareness of ones own culture as well as that of their students, particularly in judging social skills and behaviors. For example, children who have been socialized to look away, rather than make eye contact when directed by an adult, are not necessarily being disrespectful and educators should not treat them as disrespectful.

Responding to Cultural Differences The levels of responding are: Cultural destructiveness Cultural incapacity Cultural blindness Cultural pre-competence Cultural competence/proficiency

Cultural Destructiveness Cultural destructiveness is at the most negative end of the continuum. Represented by attitudes, policies, and practices that are destructive to individuals within a culture. At this level, culturally diverse individuals and groups are considered inferior.

Cultural Incapacity At the next level, cultural incapacity, teachers do not intentionally seek to be culturally destructive; rather she/he lacks the capacity to help culturally diverse students. As a result, culturally incompetent individuals maintain stereotypes and make decisions guided by ignorance and fear of those who are culturally different.

Cultural Blindness The third level is cultural blindness. These teachers function with the belief that color or culture makes no difference and that “we are all the same.” For example, culturally blind educators believe that teaching or instructional approaches traditionally used by the dominant culture are universally applicable. Cultural blindness ignores cultural strengths while encouraging assimilation.

Cultural Pre-competence Next is cultural pre-competence. These teachers are characterized by acceptance and respect for differences. These teachers are fluent in a variety of instructional methods in order to better meet the needs of diverse students.

Cultural Competence/Proficiency Finally, the most positive level of the continuum is cultural competence. At this level, culture is held in the highest regard. Culturally competent teachers assertively and proactively develop new educational models and approaches based on culture and advocate for improved relations between cultures throughout the school.

Ways to Improve Cultural Competence There are three primary areas within traditional teacher preparation programs that may immediately help to improve the cultural competence of pre-service teachers. Those areas are: Knowledge Disposition Performance

Knowledge and Disposition Knowledge refers to an understanding of cultural learning styles, language, and culturally proficient instructional approaches. Disposition refers to a cultural proficiency that is guided by an understanding of, respect for, and affirmation of the multitude of identities within the classroom. This includes an embracing of cultural experiences, customs, and traditions.

Performance Performance refers to the utilization of the rich background and experiences of students by connecting curriculum and instruction to the learning process. Thus, students are able to connect their own life experiences with the curriculum and class assignments.

Dimensions of Multicultural Education Content integration Knowledge construction Prejudice reduction Equity pedagogy Empowering school culture Know definitions and one example.

Approaches to Multicultural Education Contributions Additive Transformation Social action Know description, example, strength, and weakness for each approach.

Elements that Affect Language Acquisition Situational factors Linguistic input Learner characteristics Learning and developmental process Second language output

Why some Minority Students have Limited School Success Limited role models Continued discrimination and access A greater proportion of students from minority groups live in poverty Curriculum that is not culturally responsive

Stages of Second Language Development Low-beginning Mid-beginning High-beginning to low-intermediate Mid-intermediate High-intermediate Mid-advanced High-advanced Know the definition, one example, and one educational strategy.