Published on July 22, 2014
Culturally and Linguistically Responsive Instruction Beth Garner July 2014 firstname.lastname@example.org
On a sticky note, write one or two things that you know (K) about or from working with English Language Learners (ELLs). Turn to a partner and share what you have written on your sticky note. Group share out (& place on board) On another sticky note, write one or two things that you want (W) to learn about working with English Language Learners.
https://www.youtube.com/watch?v=p7Aj mK77BWM (Play at 2:30) Graphic Organizer Flow Chart
•What does your graphic organizer look like? •Did you recognize any words? •Would you like to listen to the video again? •Would you like to work with a partner? How do you feel?
https://www.youtube.com/watch?v=p7Aj mK77BWM (start at 3:35) This time, complete a Cause and Effect graphic organizer!
•What were some of the cause and effect relationships that you came up with? •What made the difference? •If you weren’t allowed to use English (for most of us, our L1 – first language), could you have completed this activity? How? How do you feel now?
BICS (Basic Interpersonal Communication Skills) Vs. CALP (Cognitive Academic Language Proficiency) Jim Cummins (1984)
This is English, right? Content classes often have their own academic language which is increasingly more difficult as students progress through school. What strategies are you using? What kind of help would you like?
Was this frustrating? If so, why? What strategies did you use to help you? What did you need to know to successfully complete this activity?
Background Knowledge Vocabulary Connections Academic Language
Countries, Languages & Cultures
Countries US Born Mexico El Salvador Honduras Vietnam Puerto Rico Philippines Guatemala China Azerbaijan Colombia
Language Spanish Vietnamese Tagalog/Filipino Chinese
Differences in Teacher/Student and Student/Student Interaction Related to the Individualism vs. Collectivism Dimension COLLECTIVIST SOCIETIES INDIVIDUALIST SOCIETIES Positive association in society with whatever is rooted in tradition The young should learn; adults cannot accept student role Students expect to learn how to do Individual students will only speak up in class when called upon personally by the teacher Individuals will only speak up in small groups Large classes split socially into smaller, cohesive subgroups based on particularist criteria (e.g. ethnic affiliation) Formal harmony in learning situations should be maintained at all times Neither the teacher nor any student should ever be made to lose face Education is a way of gaining prestige in one’s social environment and of joining a higher status group Diploma certificates are important and displayed on walls Acquiring certificates, even through illegal means (cheating, corruption) is more important than acquiring competence Teachers are expected to give preferential treatment to some students (e.g. based on ethnic affiliation or on recommendation by an influential person From: Hofstede, G. (1986). Cultural Differences in Teaching and Learning. International Journal of Intercultural Relations, 10, p. 312 Positive association in society with whatever is “new” One is never too old to learn; “permanent education” Students expect to learn how to learn Individual students will speak up in class in response to a general invitation by the teacher Individuals will speak up in large groups Subgroupings in class vary from one situation to the next based on universalist criteria (e.g. the task at hand) Confrontation in learning situations can be salutary; conflicts can be brought into the open Face-consciousness is weak Education is a way of improving one’s economic worth and self-respect based on ability and competence. Diploma certificates have little symbolic value Acquiring competence is more important than acquiring certificates Teachers are expected to be strictly impartial.
Individualism │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ Collectivism USA 91 Australia 90 Great Britain 89 Canada 80 Italy 76 France, Sweden 71 Germany 67 Israel 54 Spain 51 India 48 Argentina, Japan 46 Iran 41 Arab countries 38 Philippines 32 Mexico 30 East Africa 27 Singapore, Thailand 20 West Africa 20 South Korea 18 Costa Rica 15 Indonesia, Pakistan 14 Guatemala 6 Adapted from: Rothstein-Fisch, C. 2003. Bridging Cultures: Teacher Education Module. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers
Ten Differences Between Collectivist & Individualist Societies Individualism Collectivism Everyone is supposed to take care of him- or herself and his or her immediate family only “I” consciousness Right of privacy Speaking one’s mind is healthy Others classified as individuals Personal opinion expected: one person one vote Transgression of norms leads to guilt feelings Languages in which the word “I” is indispensable Purpose of education is learning how to learn Task prevails over relationship From: Hofstede, G. (2012). Dimensionalizing cultures: The Hofstede model in context. Samovar, L., Porter, R., & McDaniel, E. (eds.). Intercultural Communication. Boston, MA:Wadsworth Cengage Learning. p. 26. People are born into extended families or clans which protect them in exchange for loyalty “We” – consciousness Stress on belonging Harmony should always be maintained Others classified as in-group or out-group Opinions and votes predetermined by in-group Transgression of norms leads to shame feelings Languages in which the “I” word is avoided Purpose of education is learning how to do Relationship prevails over task
Talk to a shoulder buddy about what this means for our classrooms and for you as an educator. Stand and Share
Value the student, their culture and their language How can we do that? Get to know the student Human capital (not deficits); funds of knowledge Incorporate the familiar when possible and appropriate Other suggestions? Use WIDA Can-Do Descriptors
Make use of proven strategies Small groups Wait Time (time to think & respond) Think Pair Share Stand and share KWL charts TPR (Total Physical Response) Songs/Music Other suggestions?
On the remaining sticky note, write 1 or 2 things that you learned (L) Any questions? Post “W” & “L” on chart.
Reading 101 for English Language Learners; ... The process of learning to read can be particularly challenging for English language learners (ELLs), ...
Technology-based presentation for the regular classroom teacher (ESL 509)
Garnier Nutrisse Creme mit Fruchtölen pflegt schon beim Colorieren. Der frische und fruchtige Duft macht die Anwendung einzigartig und überaus angenehm.
Morphology 101 69 VOLUME 23 THE LANGUAGE AND LITERACY SPECTRUM The Common Core, English Learners, and Morphology 101: Unpacking LS.4 for ELLs
Garnier Nutrisse Pearl Blond (101) schenkt bis zu 100% Grauabdeckung und seidiges, strahlendes Haar. Angereichert mit 3 nährenden Ölen pflegt die Formel...
The Common Core, English Learners, and Morphology 101: Unpacking LS.4 for ELLs
101 Questions, 101 Answers By James Crawford and Stephen Krashen Updated Edition | Amazon ... Or that increasing numbers of our students are ELLs ...
Die Minolta SR-T 101 verwendet das bereits in den Vorgängermodellen eingesetzte SR-Bajonett, ... neben anderen Vorteilen, ein stets helles Sucherbild.
The basics of culturally responsive teaching building on WIDA Can-do descriptors to reach Common Core State Standards