1 Taiwan Teacher Professional Development Series: Seeking a Culturally Responsive Pedagogy July 19, 2010

2 Goals and Objectives As a result of this class, students will be able to: Articulate an emergent understanding of the complexity of teaching and working with culturally and linguistically diverse students. Discuss various myths & misconceptions about LA & the connections to our classrooms Share ideas about the teacher as a cultural broker in the context of our increasingly bilingual/multilingual environments of the 21st century. Acknowledge that L.A. is a life-long learning experience for all of us.

Bingo! 3

4 “Bilingualism” Definitions and Distinctions 1. How does our class define Bilingualism? 2. Refer to “emergent” definitions you have created. 3. Now, how might this perspective look globally?

5 Bilingualism: A World Perspective The majority of the world ’ s population is actually bilingual or multilingual. About half of the countries in the world have one official language, Others have more than one official language. The “ official ” languages of some former colonies, typically French or English, are not the national languages or the most widely spoken language, but are the language of power and business.

6 Bilingualism Consider these two distinctions: An Individual possession A group/societal possession In seeking distinctions -- Are the two linked? Should we consider both? Why?

7 The CHL learner: Early exposure to Non-dominant Home language L1: Non- Dominant HL English L2 Development: English-only mainstream Speakers of English L2: L2A HL development: In sufficient input, Low social status, In adequate home literacy environment, Incomplete linguistic system Re-learn CHL As a foreign Language: HLA

8 Definitions & Distinctions Identify Difficulty /Challenges in TERMINOLOGY Bilingualism - types Ability vs. Use Degree vs. Function Language skills vs. Competence & Performance Ability and Proficiency (ambiguous term) Achievement (outcome of formal instruction) Now, consider the role these terms and their definitions play in our schools

9 Definitions & Distinctions (con’t) Bilingual Ability Four Language Abilities (oracy/literacy) Listening, Speaking, Reading, Writing Fifth Language Competence Thinking

10 Definitions & Distinctions (con’t) Bilingual Ability Labeling Bilinguals Balanced Bilinguals Additive & Subtractive Bilingualism How do we measure bilingualism? Schools Society

11 More Definitions and Distinctions (cont.) **B.I.C.S. Basic Interpersonal Communication Skills Ability to communicate through language on a very basic level “Social” language **Jim Cummins(1983) **C.A.L.P. Cognitive Academic Language Proficiency Cognitive - thinking Academic - reading, writing, analyzing Language - language Proficiency - how well you use it “Academic” Language

12 BICS and CALP

13 Additive / Subtractive Additive BilingualismSubtractive Bilingualism Proficiency in two languages.Proficiency in one language. First language/ culture is promoted and developed Second language/ culture is intended to replace first language/ culture High self-esteemLower self-esteem Increased cognitive flexibilityLoss of cultural / ethnic identity The acquisition of a second language does not occur at the expense of proficiency in the first language. The second language replaces use and development of the L1, resulting in a state of L1 loss to the detriment of the L2 development

14 Goals and Objectives As a result of this class, students will be able to: Articulate an emergent understanding of the complexity of teaching and working with culturally and linguistically diverse students. Discuss various myths & misconceptions about LA & the connections to our classrooms Share ideas about the teacher as a cultural broker in the context of our increasingly bilingual/multilingual environments of the 21st century. Acknowledge that L.A. is a life-long learning experience for all of us.

15 Myths & Misconceptions What are some of the myths & misconceptions about language learning? Why are these myths? Discuss in your groups. How & why might these be connected to the classroom setting? Significance? How do they apply to today’s learners? To you??

16 Connections Now, think about our topic this evening. What does it mean to you -- personally? professionally? How do you see yourself as an L2 teacher working in a diverse classroom, and what knowledge and skills do you need to acquire/develop?

17 Goals and Objectives As a result of this class, students will be able to: Articulate an emergent understanding of the complexity of teaching and working with culturally and linguistically diverse students. Discuss various myths & misconceptions about LA & the connections to our classrooms Share ideas about the teacher as a cultural broker in the context of our increasingly bilingual/multilingual environments of the 21st century.

18 Consider: The Teacher as Cultural Broker & Builder of Bridges

Activities Create a survey to understand your students Create a bingo to understand the cultural diversity in a classroom. 19