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CTEL 3 Culture & Inclusion Review For this section

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CTEL 3 Culture & Inclusion Review For this section read: CLAD Handbook Ed. 2 Chapter 9 CLAD Handbook Ed. 3 Chapter 8 The next s will review background ... – PowerPoint PPT presentation

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Title: CTEL 3 Culture & Inclusion Review For this section


1
CTEL 3 Culture Inclusion Review
2
For this section read
  • CLAD Handbook Ed. 2 Chapter 9
  • CLAD Handbook Ed. 3 Chapter 8

3
The next slides will review background
information on English Learners and immigration.
4
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
5
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.

6
  • 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.

7
  • 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.

8
  • 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.

9
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.

10
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.

11
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


12
  • 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

13
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

14
The next slides will review sociolinguistic
factors.
15
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..

16
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.

17
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

18
Teaching English for Social Academic
Communication
19
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

20
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

21
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?

22
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.

23
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)

24
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.

25
(No Transcript)
26
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.

27
ELAC English Learner Advisory Committee Parent
Training Riverside Unified School
District English Learner Services
Department 951-788-7106
28
Parent involvement is most successful when it is
viewed, practiced and promoted as a partnership
between the home and the school.
29
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)
30
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.

31
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.

32
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.

33
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.

34
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.

35
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.

36
Unity creates power, and by working together as
parents and educators, we can ensure a quality
learning environment for our English Learners.
37
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.
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