Cultural Diversity

1
Cultural Diversity

• Understanding our differences through an
  examination of the Karen Tribes People.

University of Alberta EDPY 413 Cheryl Law,
Sephora Sookram Meagan Fleming
2
Activity Tell a Story as a Group

• A few volunteers will stand in a line at the
  front of the class to tell a story.
• The first person will begin the story by stating
  one sentence.
• The next person will continue the same story with
  another sentence.
• The story will continue in this manner.
• A fun twist
• No one can use any words with the letters i, s or
  n.
• (Arias, 2008)

3
Cultural Proficiency

• A way of being that allows individuals and
  organizations to interact effectively with people
  who differ from them (Robins, Lindsey, Lindsey
  Terrell, 2006, p. 2)
• Cultural proficiency model is proactive,
  provides tools that can be used in any setting
• Has a behavioural focus
• Can be used for both organizations and
  individuals (Robins et al., 2006).
• It is the policies and practices and values and
  behaviours of organizations and individuals that
  allow for effective interactions.

4
Cultural Proficiency

• The culture promotes inclusiveness and
  institutionalizes processes for learning about
  differences and for responding appropriately to
  differences.
• Educators need to welcome and create
  opportunities to better understand who they are
  as individuals.
• It is important to learn how to interact
  positively with people who differ from yourself.
• Remember that becoming culturally proficient
  takes time time to think, reflect, decide and
  change.
• Begin by reflecting on your school and your own
  individual understandings and values.

5
Cultural Proficiency

• 4 Components
• The Continuum
• The Essential Elements
• The Guiding Principles
• The Barriers

6
The Continuum

• Cultural destructiveness
• See the difference, stomp it out.
• Cultural incapacity
• See the difference, make it wrong
• Cultural blindness
• See the difference, act like you dont
• Cultural pre-competence
• See the difference, respond inadequately
• Cultural competence
• See the difference, understand the difference
  that difference makes
• Cultural proficiency
• See the difference and respond effectively in a
  variety of environments
• (Robins et al., 2006)

7
The Elements

• Addressing the Differences
• Assess the culture and name the differences
• Value diversity by claiming the differences
• Manage the dynamics of difference
• Adapt to diversity and train about differences
• Institutionalize cultural knowledge and allow
  change for the differences

8
The Guiding Principles

1. Culture is a prevalent force.
2. People are served in varying degrees by the
   dominant culture.
3. People have group identities that they want to
   have acknowledged.
4. There is diversity between cultures and within
   cultures.
5. Respect the unique needs of every culture.

9
The Barriers

• The presumption of entitlement
• All that you have you deserve by virtue of your
  merit alone
• Systems of oppression
• Examples include racism, sexism, ageism
• Perpetuates domination and victimization
• Unawareness of the need to adapt
• Believing that others need to change but you do
  not

10
What is Culture?

• Can you define culture?
• In small groups, brainstorm ideas and agree upon
  a definition of culture.

11
Culture is

• the set of common beliefs and practices that a
  person shares with a group (Robins et al., 2006)
• All about Groupness
• Cultural identity is how people recognize where
  they belong

12
You vs. Your Students

• Think about how your culture differs from the
  cultures of your students.
• Culture determines how you interact with your
  students and react to things that happen in the
  classroom.
• It is important to reflect upon and be aware of
  your cultural biases and differences.

13
You vs. Your Students

• We often think that people in non-dominant
  cultures should change and learn the ways of the
  dominant culture.
• We must acknowledge differences and expect to
  learn from other cultures and expect that these
  cultures will learn from us.
• We need to try to adapt and adjust to differences
  between cultures.
• Its all about compromise!

14
What is Diversity?

• Think about the different cultures and sources of
  diversity in your classrooms.
• What kinds of diversity do you encounter in your
  classroom?

15
Diversity is

• Three sources of diversity
• demographic characteristic
• culture, ethnicity, language, age, gender, social
  class, religion
• personal characteristics
• age, gender, communication style, economic
  background, personality
• abilities and skills
• social and technical
• (Johnson Johnson, 2009, pp.443-444)

16
Diversity Daisy
On the petal, write something that is unique
about yourself. In the interior, work with your
group to write about similarities between the
group members.
17
Karen Tribes People

• Refugee Students in Edmontons Classrooms

18
Who are the Karen Tribes People?

• (Picture of Karen working in a rice field,
  Microsoft Corporation, 2005).

The Karen Tribe people are an ethnic minority in
Burma, that now consist of one of Thailands
largest refugee groups.
19
Burma
(Burma Map, Google Maps Canada, 2008).

• Burma, also known as Myanmar is a land of about
  35 million people in Southeast Asia (Background
  Note Burma, 2008).
• The population of Burma has a diversity of
  cultures and ethnicities.
• The largest group is of course the Burmans, but
  it is also home for the Kachins, Chins, Mons,
  Karenni, Shans, Arakanese, and Karen (Background
  Note Burma, 2008).

20
Why are the Karen Refugees?

• Burma has had one of the longest-running civil
  wars in world history (Bowles, 1998).
• Decades of military conflict and genocide in
  Burma has transformed the Karen people, as well
  as other cultures into refugees (Binkley, D.
  M., 2007).
• The Karen Tribe, a usually peaceful people, fight
  for their own state, own political rule and their
  own ethnic identity (Buadaeng, 2007).

21
What Teachers Need to Know About Karen Students
and Families

• Teachers need an understanding of Karen Tribal
  Culture
• Traditions, Beliefs and Religion
• Education
• The difficult adaptation to life in Canada

22
Karen Tribe People

• Karen Groups and Sub Groups
• The Karen are a Burmese hill-tribe people
  (McGill, 2007).
• There are four divisions of culture in the Karen
  Tribe.
• The two main tribal cultures are Sgaw and Pwo
  Karen.
• Sgaw Karen are the largest group of the four.
• The two smaller groups (only 1 of Thai Karen
  population) are the Pa O and Kavgah
• (Lewis, E. P, 1984).

(Karen Tribe, Classroom Clipart, 2007)
23
Religion, Celebration and Beliefs
Buddha, Cardinal Photo, 2008
24
Religion, Celebration and Beliefs

• The Karen people are
• very spiritual and believe in many myths.
• superstitious and believe that everything is
  connected to a spirit (Sudhamongkol, n.d.).
• The Karen people believe
• things they say or do have consequences and they
  are fearfully aware of their actions
  (Sudhamongkol, n.d.).
• babies do not have souls until they invite a
  spirit to present the soul to the child, where
  they then secure the soul by tying string around
  the babies wrists (Lewis, E. P, 1984).

25
Religion, Celebration and Beliefs

• Traditional Gods
• Lord of Land and Water who owned the entire
  contents of the earth
• Crop Grandmother who watches over their fields
• The Karen tribe will offer meat and pray at
  shrines for the blessing of rice in their fields
• (Lewis, E. P, 1984).

26
Religion, Celebration and Beliefs

• Karen core religions
• Buddhism (believe in Karma)
• Animism (where they believe that animals and
  plants also have spirits)
• Christianity (Increasing, about 30)
• (Lewis, E. P, 1984).

27
Social Relationships

• The Karen Tribe is very hospitable
• Karen that live in their own homes, mainly live
  with a nuclear family
• Marriage is stable, divorce is low
• Polygamy is prohibited
• Members often use nicknames when referring to one
  another.
• (Anderson, 1993).
• In the Karen language there are no first or last
  names
• (Allott et al., 2007).

(Elder and Young Karen, Mekong, 2008).
28
Education

• In Myanmar
• 35 of secondary school-aged children are
  enrolled in school
• 69 of children enrolled in the first grade at
  school go on to reach grade five
• (Mortimer, 2004).
• In refugee camps
• 2/3 of Karen have some type of education, at
  least elementary
• 1/3 had no education at all
• There is a high drop out rate in refugee schools
  due to
• overcrowding,
• lack of materials and
• lack of job opportunities
• (Allott et al., 2007).

(Children in Classroom at Burmese Refugee Camp in
Thailand, Kindersley Robertson, n.d.).
29
Education

• Students are facing problems because the Thai
  government only allows minimum refugee assistance
  from the United Nations.
• Special needs are essentially ignored
• Teachers have no special needs training
• Educational influence from Thai and western
  cultures
• Transition to Canadian schools can be
  overwhelming

30
Karen Refugees
(Some Camp Houses Images, Binkley, 2005).
31
Coming to Canada

• Characteristics of Karen refugees sent to Canada
• Many are single-parent women
• Women who may have been sexually or violently
  abused
• Those not accepted in society
• Those who have family problems
• Refugees that were on opposing political sides
• Those in need of medical or psychological
  expertise
• Ethnic minorities abused in camps
• Those who have family in Canada
• In 2006, Canada began selecting Karen refugees.
• (Backgrounder, Group Resettlement to Canada,
  2006).

32
Refugees in Canada
(Karen Refugee Family Citizenship and Immigration
Canada, 2007).
33
Living in Canada

• Karen refugees have difficulty adjusting to life
  in Canada after living in refugee camps
• Thailand did not let refugees find employment
• Many will begin their very first jobs when
  entering Canada.
• Karen refugees need to learn about banks,
  climate, food and technology.
• (Binkley, D. M., 2007).
• Organizations offer orientations to life in
  Canada

34
Communicating with Karen Tribe Members

• Avoid walking in front of others. Go behind
  those who are seated, or ask first and
  apologize.
• If you accidentally pick up something belonging
  to another person, apologize
• When Karen invite you to eat with them, refuse
  first. If they ask you repeatedly, accept, but do
  so gently
• (Allott et al., 2007)
• As teachers,we must also realize that cultures
  use words with different meanings. For example,
  unlike other Asian groups who rarely say no,
  the Karen often say no as a way of being
  modest.
• They will also never show anger or any negative
  emotion because it is believed to be disgraceful.
• (Dailey et al., 2007)

35
Manners, Habits and Conventions

• The Karen are a reticent, even shy people, and
  many will be surprised and perhaps worried by
  directness of speech, voice levels, and body
  language.
• With the Karen, a quiet, low-key style of
  communication works best, peppered with lots of
  reassuring and friendly smiles.
• It is generally not good to approach issues too
  directly or straight forwardly, and it is good to
  re-ask a question to which no answer has yet been
  received, perhaps in different ways.
• When a Karen folds his arms in front of him
  while talking to you, it is a sign of respect,
  not aggression or defensiveness.
• In general, the Karen like to be very
  self-reliant and to pursue an independent
  lifestyle within their own culturally close-knit
  communities.
• (Allot et al., 2007)

36
Manners, Habits and Conventions

• If a Karen is offered something, he or she may
  be reluctant to take it, even if the item is
  needed.
• Persevere gently. Karen do not like to boast or
  put themselves forward. They also do not like to
  complain.
• In Karen families, males are generally the heads
  of household.
• It is good to be aware of the age and gender
  conventions when dealing with families,
  especially if it is easierbut not necessarily
  more tactfulto communicate with younger family
  members who may have more English.
• (Allott et al., 2007).

37
Welcome the Karen Tribe to Your Classroom
38
What are the Implications for Teachers?

• Consider CULTURE and LANGUAGE together and
  separately!
• What do teachers need to know to help these
  learners feel comfortable in the classroom?
• What do teachers need to know to help these
  learners learn English?
• Expect overlap!

39
The Intercultural Classroom

• Interculturalism entails
• Living cultural experiences
• Taking responsibility for more than acceptance
• Allows us to better examine our own individual
  and collective identities

40
Creating a Culturally Sensitive Classroom

• Physical Appearance
• Seat the student next to another student who
  speaks the L1
• Note Karen languages differ from Tibeto-Burman
  languages but use Thai or Burmese scripts
• Many words are borrowed from the Thai, Burmese,
  Mon, Shan cultures
• 2 main languages Sgaw and Pwo ? not mutually
  intelligible!
• Recognition of students names
• Name Quilt or Name Snake
• Practice pronouncing names

41
Creating a Culturally Sensitive Classroom

• Physical Appearance cont.
• Display a map of the world and have students plot
  where they are from (natively or ancestrally)
• Translate signs and labels into L1
• Literacy Play Centres (Handout)

42
Creating a Culturally Sensitive Classroom

• Rules and Procedures
• Ideal translate list of rules and announcements
• Non-verbal classroom management
• Ex Planned ignoring, proximity interference,
  signal interference
• Establish a cue
• Ex Hand raised, squeaky hammer, clapping
  sequence
• Demonstrate procedures
• Assign partners rotating classroom
  responsibilities
• Ex Clean the fish tank, tidy the bookshelves

43
Creating a Culturally Sensitive Classroom

• Community of Learners
• Karen desire for harmony
• Positive attitude towards cultural and linguistic
  diversity
• Ex Introduce student as a speaker of x who is
  learning English, encourage use of L1 orally and
  in print
• Bilingual partners Peer tutors
• Give specific responsibilities and recognition to
  partners and tutors
• May involve peer note-taking
• Suggest ways other students can help
• Ex School tour, learning some L1 expressions

44
Creating a Culturally Sensitive Classroom

• Structure of Learning Activities
• Respect students may wish to work alone
• Cooperative learning activities
• Group brainstorming
• Think-pair-share
• Learning Teams
• Jigsaw
• Dr. Marcia Tates Brain-based Strategies
  (Handout)
• Music!
• Increase wait and activity time

45
Creating a Culturally Sensitive Classroom

• Teaching Global Understanding
• Real life stories by students
• Guest speakers family members and elders
• May also bring in cultural artifacts ? Culture
  Table
• Show Tell of cultural artifacts
• Calendar of cultural celebrations
• Ex Mark and celebrate the Karen New Year (Nee
  Saw Ko) and Karen National Day (February 11)

46
Creating a Culturally Sensitive Classroom

• Multilingual reading materials?
• Childrens Literature
• Canada
• O Canada by Ted Harrison
• (I Like the Seasons!) What Happens in Winter? by
  Sara L. Latta
• Family Diversity
• The Family Book by Todd Parr
• Social Cultural Issues
• Karenni by Anne Johnson
• The Cat from Kosovo by Mary-Jane Hampton
• The Sandwich by Ian Wallace
• If the World were a Village A Book About the
  Worlds People by David J. Smith
• Folktales
• The Rice Fairy Karen Stories from Southeast Asia
  by Edward Norman Harris
• The Flying Canoe by Roch Carrier

47
Second Language Learning Principles

• We have already explored two of the L2 learning
  principles
• A supportive environment is key to learning a
  second language.
• AND
• In and of itself, language can be a source of
  satisfaction and delight.
• What are the others? We will use the principles
  as a framework (ESL K-9 Guide)

48
Principles and their Implications

• Language and concepts are developed together.
• Implication Teachers embed English language
  learning within a meaningful context
• Yay!! This is what content-area teachers do
  everyday
• Think social studies, science, mathematics, art,
  etc.
• Now think about how to create a content class
  that is language-sensitive

49
Principles and their Implications

• Language must be adjusted so the student can
  understand what is being communicated.
• Implication Teachers must modify instruction and
  assignments in content areas ? Goal is
  Comprehensible Input and Output
• Gestures
• Realia
• Key visuals
• Graphic Organizers

50
Principles and their Implications

• Clear directions
• Keep brief, emphasize key words, speak slowly
• Deliver in 1 modality
• Accompanying handouts
• Assignment models
• Build vocabulary (still to come)
• Note Cooperative learning and meaningful context

51
Principles and their Implications

• Lesson plan Content objectives language
  objectives
• Consider reading, writing, listening, and
  speaking demands of lesson
• Consult TESOL Standards to help develop language
  objectives
• Many students will be at the Beginning English
  Language Proficiency Level Limited or no
  understanding of English
• Assignment modifications
• Illustrative example

52
Principles and their Implications

• Students learn more effectively when they use
  language for a purpose. Language is learned
  through social interaction.
• Implication Teachers ensure their meaningful
  context includes opportunities for interaction
• Note Cooperative learning
• Conversational strategies
• Ex How to seek clarification, express an
  opinion, indicate disagreement (Handout)

53
Principles and their Implications

• Focus is on meaning versus form.
• Implication Teachers explicitly teach key
  vocabulary (in context)
• What words to choose? Words that are
  high-utility, relevant to the lesson, and
  relevant to home life
• Ex was, eggs, grocery store
• High-frequency word lists

54
Principles and their Implications

• Activities to develop vocabulary
• Mini-lessons
• Word walls
• Portable word walls (Ring or file folder to
  practise reading and use in writing)
• Picture dictionaries
• Word Study Activities
• Word Posters, Word maps, Dramatizing words, Word
  sorts
• Shared reading
• Interactive read-alouds
• Buddy reading

55
Principles and their Implications

• Second language learning builds on previous
  knowledge and experience.
• Implication Teachers must support the continual
  development of the L1
• Encourage use of L1 in classroom
• Make self and world connections
• Picture dictionaries
• Work with parents to retain L1 at home

56
Principles and their Implications

• Language skills develop gradually.
• Implication Teachers must be patient and avoid
  self-doubt
• BICS (Basic Interpersonal Communication Skills)
  may take up to 2 years
• CALP (Cognitive Academic Language Proficiency)
  may take 5-7 years if literate in L1
• Set goals (adapted)
• Receptive vocabulary develops faster than
  expressive vocabulary
• Know you are making a difference!

57
Karen Languages

• The Karen languages are very different from
  English
• There are few translators to help refugees
  overcome the language barrier when coming to
  Canada
• The Karen are not a large group of people
• Differences within the Karen languages
• Listen to their language at http//www.metacafe.
  com/watch/1043970/amazing_grace_in_the_karen_langu
  age/---amazing

58
Looking Closer at Karen Languages

• Only 1 syllable and 6 tones ? tones denote
  meaning
• Ex maà máa mâa ma
• Implication Many English sounds do not exist
• Final consonants (hat)
• Final vowels (pie)
• No vowels (sky)
• Different grammar
• verbs are not conjugated
• adjectives may not exist
• BUT Sentence structure Subject Verb Object
• Use classifiers
• Ex Three leaves Leaves three pieces
• So what does this mean for teachers?

59
Developing Literacy

• Concepts about the alphabet ? Letter knowledge
• Handwriting
• Phonemic awareness
• Phonics skills
• Grammar
• Burmese-English dictionaries
• (Presentation Literacy Instruction for Div. 1).

60
Your Support Network

• Websites
• Refugees from Burma Their Backgrounds and
  Refugee Experiences http//www.cal.org/co/pdffiles
  /refugeesfromburma.pdf
• Karen Website http//www.karen.org/
• YOU MUST CHECK THESE OUT!

61
Your Support Network

• Educational Documents ESL K-9 Guide to
  Implementation, TESOL Standards
• EDPY 413 Course Textbook 50 Strategies for
  Teaching English Language Learners (3rd ed.) by
  Adrienne L. Herrell Michael Jordan
• Local Organizations Edmonton Public, ELSSC
  (English Language Support Services Centre),
  Edmonton Catholic Schools ESL Centre, EMCN
  (Edmonton Mennonite Centre for Newcomers)

62
Me My M Mshttp//www.epilogsys.com/ScoutingWe
b/SubPages/DiversAct.htm

• I have always liked M Ms.The most diverse
  multicultural integrated candy in the world.You
  have your red ones, your yellow ones, your orange
  ones,your brown ones, and your green ones, (and
  the newest blue ones).All in one package, all
  co-existing TogetherOne color doesnt think that
  it is superior to the other.One color doesnt
  discriminate against the other.All colors are
  the same size, shape, and weight.All colors look
  different on the outside, but have the same
  ingredients on the inside.M Ms all have the
  same flavor, and they all taste G-o-o-o-d.Not
  all M Ms are perfect though, some have
  Nuts!!!In the real world we call them racists,
  and bigots.Would it be nice if like M Ms our
  prejudices,melted into the abyss like chocolate
  melts in our mouth?And all people were judged by
  what was inside, rather than the color you see
  on the outside???If candy can be prejudice free
  WHY CANT WE???

63
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67

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68
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