Title: Enriching Classes for ESOL Students Meeting 2: Culture, Part A
1Enriching Classes for ESOL StudentsMeeting 2
Culture, Part A
2Agenda
- Mix and Match Warm-Up Activity
- Speaking without Words
- Surface and Deep Culture
- Card Game
- Cultural Vignettes Activity
- Walking Review of Key Concepts
- Quiz
3Activity One Mix-and-Match Warm-Up
4Instructions
- Take one card that has either the name of a state
or a capital city on it. - Roam around the room simply exchanging cards with
one another while reintroducing yourself. - When match is called, find the state or capital
that goes with your card.
5Mix-and-Match Discussion
- How can this activity be used in your classroom
to reinforce basic concepts of the subject(s) you
teach? - How does it promote positive interdependence and
individual accountability?
6Activity TwoSpeaking without Words
7Instructions
- Divide into two groupsGroup A and B.
- Cards will be distributed to each group. Do not
reveal your directions! - Find a partner from the other group and interact
based on the directions on your card.
8Speaking without Words Discussion
- How did this activity make you feel?
- What does it reveal about culture?
- What were the rules of Group A?
- What is normal?
9Activity ThreeSurface and Deep Culture
10Culture is Like an Iceberg
Language Holidays Arts History Food
Folklore Communication Beliefs
Attitudes ValuesPerceptions Image by
Ralph Clevenger
11Activity FourCard Game
12Instructions
- Choose a card and without looking at its face,
stick it on your forehead. - Walk around the room and interact with others
following the following rules - Group 1 Cards 2, 3, 4, and 5 (if needed) You
do not want to talk to these people, they have
nothing to offer you you are uncomfortable with
them, and you try to get away from them with as
little interaction as possible.
13- Group 2 Cards 7, 8, 9 You moderately enjoy
talking to these people, but you dont go
overboard. You talk to them briefly and then
move on. - Group 3 Cards Jack, Queen, King You really
enjoy these people and seek them out you try to
do things that will encourage them to like you. - Ace You would give anything if these people
would be your friends you make every effort to
have them like you.
14Card Game Discussion
- Do NOT look at your card!
- What group do you think you were in? Why?
(1--Cards 2-5, 2--Cards 7-9, 3--Face Cards,
Aces) - How did Group 1 members feel? Group 2? Group 3?
Aces? - What are the implications for teaching and
learning?
15Language Acquisition for School Source
Virginia Collier
16Activity FiveCultural Vignettes
17Culture and School Questions
- What are some potential problems for ESOL
students who completely assimilate to the
dominant U.S. culture in terms of language,
dress, diet, etc.? - Why do some ESOL students act ashamed of their
original culture and claim they cannot speak
their native language? - What kinds of school experiences may encourage
ESOL students to reject their original culture?
18Instructions
- Number off 1-5.
- Read the corresponding vignette on S.G. p. 88.
- Write a journal entry from the students point of
view. - Exchange your entry with someone with a different
vignette. - Respond as a caring teacher and return.
- Share key points of vignettes and entries.
19Interactive Journal Use Discussion
- What are some limitations on using journals?
- What are some ways to cope with these limitations
on journal use? - What are interactive journals a good format for
language development?
20Activity SixWalking Review
21Instructions
- Join fellow group members at the chart paper with
your assigned topic. - Discuss the topic and identify key points.
- Write the key points on the chart.
- Rotate clockwise and repeat the process with the
other topics. - Upon returning to your original topic, review the
comments and share key points with the whole
group.
22Topics
- Three Principles for Designing Effective Lessons
for Second Language Learners - Social Language (BICS) vs. Academic Language
Language (CALP) - Language Dimensions High/Low Cognitive Demand
and High/Low Contextual Support - Krashens Five Hypotheses
- Stages of Language Development
- Cultural Assimilation, Acculturation, and
Pluralism
23Activity SevenQuiz and Review of Quiz Answers
24True-False
- Teach the Text Backwards is a strategy that
culminates with a hands-on activity.
False
- The Consent Decree established several new
educational rights for ESOL students.
False
- There are similarities between first language
acquisition and second language acquisition, but
the differences outweigh the similarities
False
25- Lowering the affective filter means screening out
complex sentence structures used in explanations.
False
- Academic language is difficult because it tends
to have little contextual support and high levels
of cognitive demand.
True
- The basic goal of the content teacher is to teach
important content concepts in comprehensible
English to ESOL students.
True
26- Social language is learned in about 2 years
academic language takes longer, about 3-4 years.
False
- Modeling correct English is a good way to respond
to grammatical errors.
True
- ESOL students in the early production stage of
second language development should be given
language tasks that require one or two word
answers.
True
27- Many ESOL students benefit from support in their
home languages even when all of their classes are
in English.
True
- Content teachers should simplify the working of
questions, while maintaining higher order
thinking skills.
True
- Silent reading is a good way to start a content
lesson because it gives ESOL students a chance to
read more slowly.
False
28- People from different cultures often
misunderstand each other because they
unconsciously assume that behaviors mean the same
everywhere.
True
- The social and cultural environment of the school
has a strong effect on ESOL students self-esteem
and motivation.
True
- Bilingual aids should be instructed to speak only
English to ESOL students while working on
academic activities to speed the acquisition of
English.
False
29Short Answers
- List the Three Principles for designing effective
lessons for ESOL students in content classes.
Increase Comprehensibility, Increase Interaction,
and Increase Higher Order Thinking Skills
- Name three ways teachers can make their lessons
more comprehensible for ESOL students.
Hands-on activities illustrations, pictures,
realia gestures, body language, slower rate of
speech
30- Explain how Numbered Heads Together foster
positive interdependence and individual
accountability.
Numbered Heads Together fosters positive
interdependence because participants are asked to
put their heads together in order come up with
the correct answer. In other words, participants
are expected to rely on one another to ensure
that they have the right answer. Individual
accountability is fostered because participants
do not know whether or not they will be called
on. As such, participants make sure they know
the answer should they be called on.
31- Describe the difference between cultural
assimilation and cultural pluralism.
Cultural assimilation is a one-way process
whereby cultural pluralism is a two-way process.
Cultural assimilation implies that members of an
ethnic group give up their original culture and
become absorbed into the core culture. Cultural
pluralism, on the other hand, implies that when
two or more cultural groups come into contact,
both groups adopt certain cultural traits while
maintaining unique cultural characteristics.
32- Place the tasks in the appropriate quadrant.
Low Cognitive Demand High Cognitive Demand
High Context
Low Context
II. AV-assisted content lessons SS lesson with
maps/photos Science demonstration IV. Written
directions for new task Math word problems SAT
tests Academic lessons without props
I. Art class Music class Face-to-face
conversation III. Grocery List on fridge Social
telephone conversation Spelling lists