CTEL 3 Culture & Inclusion Review For this section

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CTEL 3 Culture Inclusion Review
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For this section read

• CLAD Handbook Ed. 2 Chapter 9
• CLAD Handbook Ed. 3 Chapter 8

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The next slides will review background
information on English Learners and immigration.
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FUN FACTS ENGLISH LEARNERS in

• Forty-one percent of California students speak a
  language other than English at home.

• Approximately 85 percent are Spanish speaking,
  2.2 percent are Vietnamese speaking, and 1.5
  percent are Hmong speaking.

• ELs are annually assessed on the English
  language using the California English Language
  Development Test (CELDT).

• EL students must be provided with ELD and SDAIE
  and/or primary language instruction until they
  are reclassified.

• English Learners( EL) must learn the academic
  curriculum and a new language concurrently and
  learn English quickly and fluently.

CDE WEBSITE, 2006
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Immigration Migration,

• Introductory Key Ideas
• Historical and international phenomenon!
• Immigration has enriched U.S. in many ways
• By 2010 1 out of 3 Americans will be either
  African-American, Latino-
• American or Asian-American
• U.S. economy will rest on AsianAmerican Latino
  workers.
• The most disadvantaged groups are immigrants
  the poor
• Latino children are the largest growing student
  population.
• Latinos remain the most segregated student group.
• Black/Latino/Native remain the least likely to
  achieve in school.

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• ECON0MIC FACTORS
• The great disparity in the standard of living
  attainable in
• the U.S. compared to other countries attracts
  immigrants.
• Immigration policy has corresponded to U.S.
  economic cycles of boom and bust. .
  Chinese/Japanese/Mexican/Philipino
• Most newcomers experience a period of economic
  hardship.
• POLITICAL FACTORS RELIGIOUS FACTORS
• Immigrants come to the U.S. because of political
  instability in
• their country of origin. Cuba 60s/Vietnam/Cambodi
  a 70s80s/Central America 80s90s
• Political conditions within the U.S. affect
  whether or not immigrants are accepted or
  denied.
• Many of the early settlers came seeking religious
  freedom.
• Current policies permit refugees to accepted on
  the basis of religion if they can prove
  persecution from the government.

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• FAMILY UNIFICATION
• Immigration had historically been a
  male-dominated activity.
• Once settled, immigrant seek to bring their
  family members.
• Migration within the U.S.
• Some immigrant groups are sponsored by
  special-interest groups (such as churches and
  civil groups) and are invited to live within
  their community. Some find conditions too
  foreign and make a secondary migration.

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• IMMIGRATION LAWS and POLICIES
• Economic cycle have affected policy allowing
  workers when needed restricted when jobs are
  scarce.
• Before 1965 the U.S. had a quota system for
  Europe and Asia only a certain number allowed
  from different countries annually.
• After 1965, a new preference system was
  established that emphasized family unification
  first, occupations second and diversity third.
• LEGAL STATUS
• Many immigrants are documented. They entered the
  country officially. Some are refugees.
• Undocumented immigrants children are entitled to
  a public education per federal law.
• RESOURCES
• Emergency Immigrant Education Program (EIEP)
  provides assistance to districts impacted by
  immigrant students.

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Push and Pull Factors

• Be able to describe and/or identify
• push factors (reasons to leave a country)
• and
• pull factors (reasons to come to a new country)
• that cause people to immigrate.

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The Immigrant Experience

• Immigrants have to leave family and friends
  behind.
• Immigrants must sometimes decide who will
  emigrate first.
• Immigrant children may turn away from families
  values and culture.
• Immigrants have to learn a new language and new
  systems.
• Immigrants may experience economic hardship
  instability and work low paying jobs.
• Immigrants may feel alienated and isolated.

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Other Issues and Challenges

• Primary language maintenance maintaining
  language while adding new language
• Primary language loss loss of the primary
  language, replaced with new language
• Acculturation the process of adapting to a new
  culture
• Phases of Acculturation
• Honeymoongtgt Culture Shockgtgt Adaptationgtgt
  Acceptance
• 
  

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• Stereotypes preconceived/oversimplified
• generalizations about a group ethnic/race/gender/
  etc
• Individual Variation need to consider people as
  individuals
• Societal and intragroup challenges
• Prejudice excessive pride in ones own culture
  so that others are viewed negatively
• Discrimination actions that limit opportunities
  of group based on race/gender/language/culture
  etc.
• Economic challenges -matters of survival and
• negative view of low S.E.S. families lifestyles
  perceived values
• Intragroup recent immigrants vs first/second
  generation
• Legal Status
• refugees, immigrant, undocumented, unclear
  status

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Key Vocabulary (know these terms)

• Assimilation process in which ethnic groups are
  absorbed in to the dominant culture while losing
  their own
• Accommodation a two-way/mutual process of
  adaptation and change between mainstream culture
  and minority culture
• Biculturalism the state of being able to
  function successfully in two cultures

• Acculturation process of adapting effectively
  to the mainstream culture without loss of own
  culture

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The next slides will review sociolinguistic
factors.
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Sociolinguistic Competence means

• Understanding of the social and cultural rules of
  language and discourse in the classroom
• ---appropriate use of gestures/silence/touch
• ---appropriate distance between speakers
• ---understanding idioms/ figures of speech
• ---appropriate voice volume, eye contact, styles
  of speech etc..

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Sociolinguistic Factors as they Relate to the
Classroom continued

• The main idea regarding this topic is that
  teachers need to be aware and sensitive of these
  factors so that they do not misinterpret
  students behavior or vice versa
• It also means that the teacher may need to
  explicitly teach or clarify some of these social
  and cultural characteristics of language so that
  students can develop sociolinguistic competence.

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Cultural Thought Patterns

• What about thought patterns related to
  different language families?
• Different language follow different thought and
  discourse patterns.
• English- Get to the point! (very linear)
• The following being less direct
• Semitic- As I was saying..
• Hebrew, Arabic, Aramaic, Maltese,
  Amharic
• Asian/Native- If you will allow me to explain
• Spanish/Romance- Did I ever tell you about the
  time
• Russian- Let me get back to my point

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Teaching English for Social Academic
Communication
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Why Address Issues of Culture in the Classroom ?
KEY IDEAS

• To create an inclusive, supportive cooperative
  classroom culture which facilitates learning
• To acculturate student to classroom expectations
  while valuing their language and culture
• Prepare students to learn/live/work in a global
  multicultural/community
• To address biases/stereotypes/discrimination in
  the classroom
• To more effectively teach diverse students

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Background Factors Which Affect Academic
Performance, Language Acquisition and School
Adjustment

• -LANGUAGE how developed is L1?/ Resources
  available
• -SOCIOECONMIC STATUS are basic needs met
  ?/working students/housing, etc.
• -CULTURE gender expectations/similarities and
  differences to American culture/etc.
• -EXPERIENCES immigrant/refugee/undocumented
• -EDUCATION prior education/parents background
  and level of education

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Quickwrite

• Describe two background factors that affect
  English Learners. How does each factor
  contribute to promoting and impeding learning,
  language acquisition and school adjustment for
  English Learners? What are the implications of
  this for your own teaching?

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Consider ways to Promote Culturally Inclusive
Learning Environments

• a. What does the classroom environment look like?
• Print-rich/multicultural/student work on the
  walls, etc.
• b. What do the students do?
• Students are interacting cooperatively, talking
  about the given task, they are actively engaged
  and using their primary language if necessary.
• c. What does the teacher do?
• Asks high-order thinking skill
  questions/monitors student activities/demonstrates
  /models and scaffolds/differentiates instruction
  etc.

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James Banks levels of Multiculturalism
UWTV Program Democracy, Diversity and Social
Justice Education in a Global Age.htm (click
for link to video)

• -Heroes and Holidays (surface level)
• Ethnic Additive Approach (adds diversity)
• -Transformation Approach
• (increases multicultural perspectives and reforms
  curriculum)
• Social Action Approach (calls for social action)

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Multicultural Perspective A lesson plan

• Consider a lesson plan with a multicultural
  perspective. Make sure to access the students
  prior knowledge and contextualize the language
  and content for the student.
• The following slide provides a lesson planner
  template for your consideration.

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(No Transcript)
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Statutory Responsibilities to Parents of English
Learners

• Keep in mind concrete ways that parents can be
  involved and informed.
• Consider examples from your own site and
  classroom.
• See the following slides for ELAC compliance
  issues.

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ELAC English Learner Advisory Committee Parent
Training Riverside Unified School
District English Learner Services
Department 951-788-7106
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Parent involvement is most successful when it is
viewed, practiced and promoted as a partnership
between the home and the school.
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When does an ELAC Committee need to be
established?
Whenever there are 21 or more English Learners at
a school there shall be a functioning ELAC.
(EC 62002.5)
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Purposes of the ELAC

• It is a means for parents to receive training.
• It is a means for parents to receive information
  on programs and their effectiveness.
• It is a way for parents to participate.
• It is a way to become aware of student academic
  progress.
• Parents have an opportunity to ask key questions
  regarding educational themes and issues.
• It is a way for parents to exercise leadership
  before district and site staff, and students.
• Parents have an active voice in the education of
  their children.

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Legal Responsibilities of the ELAC

• Advise the principal and school staff on the
  development of the School Plan for English
  Learners.
• Advise the principal and school staff of the
  needs of English Learners, including
  instructional and support needs.
• Review/assist in the administration of the
  schools annual language census (R-30).
• Receive information and recommend actions to make
  parents aware of the importance of regular school
  attendance.

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Roles of ELAC Officers

• President
• Develop agendas with help from the principal or
  designee.
• Conduct the ELAC meetings.
• Other duties related to the committee.
• Vice-President
• Assist the president in conducting the meetings.
• Conduct meetings in the absence of the president.
• Other duties related to the committee.

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Roles of ELAC Officers, cont.

• Secretary
• Attend ELAC meetings.
• Take notes during the meeting and prepare the
  minutes.
• DELAC Representative
• Attend DELAC meetings.
• Issue a report of the DELAC meeting at ELAC
  meetings.

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ELAC Member Responsibilities

• Elect members to the committee.
• NOTE All parents of English Learners can
  be members, so raise your hand !

• Elect a representative to the District English
• Learner Advisory Committee (DELAC)

• Participate in the trainings provided by the
  site.

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Site Responsibilities to the ELAC

• With ELAC members, arrange dates and locations
  for the meetings.
• Work with ELAC members to develop meeting
  agendas.
• Provide training to help parents carry out their
  responsibilities as a committee.
• Ensure that all four legal requirements are
  completed each year.
• Ensure that parents have an opportunity to elect
  ELAC members, and choose at least one DELAC
  representative.
• Notify the parents of the upcoming meetings and
  announce them publicly 72 hours in advance.
• Support ELAC meetings by
• Providing an interpreter whenever necessary
• Providing childcare.

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Unity creates power, and by working together as
parents and educators, we can ensure a quality
learning environment for our English Learners.
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Finally,

• On the multiple choice questions, maintain a
  highly level of awareness as to the specific goal
  of the activity/program/lesson in question when
  choosing a response.
• Keep an eye on the qualifiers used such as most
  likely, least likely, the best/most
  effective etc.
• Default to the answers that place responsibility
  on the teacher/school and reflects a positive
  perspective on students, parents or their
  culture/language.
• On the essay question, stick to the prompt
  describe why it may be an issue for English
  Learners and describe specific examples of action
  that directly reflect back to the issue you
  cited.
• Use your buzz words, without overdoing it and
  keep your response coherent, cogent and direct
  with supporting examples.