1. SEDP 651: Multicultural and Global Perspectives in Education Language Culturally/Linguistically appropriate curriculum 3-17-151

2. Diversity in Classrooms and Schools Understanding the 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 3-17-152

3. English Language Learners (ELLs) How many language groups in the U.S. public schools? What’s the difference between English language learners (ELLs) and Limited English Proficient (LEP) students? 3-17-153

4. Terms English language learners (ELLs) or English Learners (EL) Linguistic minority (LM) students Linguistically diverse students 3-17-154

5. Increasing Academic Success through School Reflections (Cummins, 1992) Minority students’ language and culture are incorporated in the school program. Minority community participation is encouraged. Instruction is used to motivate students to use language actively to generate knowledge. Professionals involved in student testing are advocates for minority students. Academic problems are located outside of the student instead of within the student. 3-17-155

6. Linguistic Diversity and Second Language Acquisition A growing number of students entering school are learning English as a second language Teachers hold four common misconceptions about how to teach these students ◦ Exposure and interaction will result in English language learning ◦ All ELLs learn English in the same way and rate ◦ Good teaching for native learners and ELLs are the same ◦ Effective instruction means non-verbal support 3-17-156

7. Factors affecting second language acquisition Situational factors Linguistic input Learner characteristics The learning and developmental process Secondary language output 3-17-157

8. 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 3-17-158

9. Communication The exchange of information and ideas. Communication involves encoding, transmitting, and decoding messages. It is an interactive process requiring at least two parties to play the roles of both sender and receiver. 3-17-159

10. Language A code used by a group of people to communicate with one another. 3-17-1510

11. 4 Skill Areas + Receptive skills: ◦ Reading: vocabulary, concepts of print, decoding, comprehension, cognates ◦ Listening: sound identification, word identification, meaning, clues for meaning, setting, types of speech Expressive skills: ◦ Writing: letter formation, spelling, sentence constructs, ideas into words, vocabulary, verb conjugation, transitions, word choice/audience ◦ Speaking: sound production, accent reduction, vocabulary, meaning, clues for meaning, setting, types of speech 3-17-1511

12. What is the “+”? In addition to the four skill areas of reading, writing, speaking, and listening, there are some other factors to consider Context: social or academic, friend/stranger/professional, level of fear, meaningful Culture: cultural background, experience, level of feeling welcome, prior education, familiarity with cultural norms from second language (L2) Meta-cognitive skills: confidence, level of fear, ability to self-correct, circumlocution, other coping skills 3-17-1512

13. Simultaneous vs. Sequential Second Language Acquisition Simultaneous second language acquisition ◦ Children learn two languages simultaneously (before three years of age) ◦ The developmental pathway appears to be similar to how monolingual children acquire language (McLaughlin, 1984, 1995) 3-17-1513

14. Simultaneous vs. Sequential Second Language Acquisition Sequential second language acquisition ◦ Children learn a second language after three years of age ◦ Language development follows a different progression ◦ Language development is highly sensitive to characteristics of the child and the language learning environment ◦ According to Tabors and Snow (1994), there is a four stage developmental sequence:  Home language use  Nonverbal period  Telegraphic and formulaic speech  Productive language 3-17-1514

15. Social and Academic Language BICS (Basic Interpersonal Communication Skills) CALP (Cognitive Academic Language Proficiency) 3-17-1515

16. BICS Learned within 6 months to 2 years This is sometimes called playground language It is social language This is sometimes the reason why English language learners (ELLs) get pushed through the school system with less than adequate support/instruction because it seems like they can speak well and, therefore, have a high English proficiency 3-17-1516

17. CALP Learned within 5-7 years This is the academic language of school Major area of concern for states in regard to English language proficiency and academic achievement tests Consider what happens to our older students who come in in grade 11 and have to get academic content of biology, geometry, poetry, essay writing, etc. and English as well 3-17-1517

18. Important Language Considerations (American Speech-Language-Hearing Association, 1982) Effective use of language for communication requires a broad understanding of human interactions, including associated factors such as nonverbal cues, motivation, and sociocultural roles. Language learning and use are determined by the interaction of biological, cognitive, psychosocial, and environmental factors. Language is rule-governed behavior.Language evolves within specific historical, social, and cultural contexts. 3-17-1518

19. Acquiring English as a Second Language Students who are learning English as a second language (ESL) often exhibit error patterns that can look like language disorders, when they are, in fact, part of the normal process of second- language acquisition. Teachers must recognize these patterns to avoid unnecessary referrals: Interference or transfer Silent period Code switching or code mixing 3-17-1519

20. Relationship Between Communication Style and Culture Culture has a strong influence on the style of communication. Communication style can be affected by factors such as: Gender Age Roles Status Dialect Rules of interruption and taking turns Use of humor 3-17-1520

21. Relationship Between Communication Style and Culture Communication differences in style can be manifested through nonverbal means such as: Gestures Facial expressions Physical space Use of silence 3-17-1521

22. Multicultural Considerations in Assessment Because of the increasing numbers of students who are culturally and linguistically different and who require services in ESL, teachers must consult to obtain appropriate evaluation and programming services. Observation is an important form of assessment, particularly when students are linguistically diverse. 3-17-1522