copyright (c) 2003 Allyn & Bacon Chapter 10 Teaching Culturally and Linguistically Diverse Students This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program.

copyright (c) 2003 Allyn & Bacon Diversity in Classroom and Schools Understanding U.S. Macroculture (Banks & Banks, 1995) – Equality of opportunities for individuals in society – Individualism – Social mobility through individual effort and hard work – Individualistic attitudes toward values and behaviors – Belief in nation’s superiority – Orientation towards materialism

copyright (c) 2003 Allyn & Bacon Things to Consider about Cultural Characteristics (Diaz-Rico & Weed, 1995) TimeSpaceDress and Food Rituals and Ceremonies WorkLeisureGender Roles Status GoalsEducationInteraction Communication

copyright (c) 2003 Allyn & Bacon Crossing Cultural Boundaries Autonomous minorities Immigrant or voluntary minorities Castelike or involuntary minorities – Cultural inversion – Collective identity

copyright (c) 2003 Allyn & Bacon Multicultural Education Content integration Knowledge construction Equity pedagogy Empowering school culture

copyright (c) 2003 Allyn & Bacon Things to be Considered (Banks, 1981, 1997) School policy and attitudes School staff School culture Formalized curriculum Assessment and Teaching procedures Instructional materials Learning styles for the school Teaching styles and strategies Language and dialects of the school Counseling program Community participation and input

copyright (c) 2003 Allyn & Bacon Multicultural Curricula Contributions Approach Additive Approach Transformation Approach Social Action Approach Second Language Acquisition

copyright (c) 2003 Allyn & Bacon Strategies for Comprehensible Linguistic Input Selecting a topic of conversation familiar to students Creating a context for what is being discussed Using simpler sentence construction Repeating important phrases Incorporating students’ first language into lesson Emphasizing key words

copyright (c) 2003 Allyn & Bacon Bilingualism Pearl & Lambert (1962) – Greater cognitive flexibility – Ability to think more abstractly – Greater ability in concept formation

copyright (c) 2003 Allyn & Bacon Characteristics of Effective Teachers Have high expectations of students Believe teaching is a way to give back to the community to which they belong Communicate clearly and plan carefully Integrate students’ culture into activities Use strategies Structure opportunities for students to use English

copyright (c) 2003 Allyn & Bacon Sheltered English Instruction Increase wait time Respond to message, not correctness of grammar Don’t force reluctant students to speak Use manipulatives and modeling Make use of all senses Pair or group native speakers together Don’t “water down” materials Simplify language

copyright (c) 2003 Allyn & Bacon Promoting Language Learning during Content Instruction Low-Beginning Mid-Beginning High-Beginning to Low-Intermediate Mid-Intermediate High-Intermediate to Low-Advanced Mid-Advanced High-Advanced