Addressing Addressing Cultural Diversity Cultural Diversity in the Classroomin the Classroom

Amy TalleyAmy Talley

Why are we here? Vignette 1Why are we here? Vignette 1

Goals and limitations of this seminarGoals and limitations of this seminar

How can we make the most of it?How can we make the most of it?

SyllabusSyllabus

Our Essential Questions:Our Essential Questions:

What do WSFC schools look like in What do WSFC schools look like in regards to cultural diversity?regards to cultural diversity?

What are a teacher’s responsibilities?What are a teacher’s responsibilities? How can we work effectively with How can we work effectively with

multi-cultural students and parents?multi-cultural students and parents? How can teachers be more effective How can teachers be more effective

and make learning easier for ELLs? and make learning easier for ELLs? What help/resources do teachers What help/resources do teachers

have?have?

The first step to being an The first step to being an effective teacher is getting to effective teacher is getting to

know your students.know your students. QuestionnaireQuestionnaire Brainstorm questions for your Brainstorm questions for your

possible questionnairespossible questionnaires. Please add . Please add to my list!to my list!

Other ways to get to know Other ways to get to know your students:your students:

Talk with other teachers, guidance Talk with other teachers, guidance counselors, community groups.counselors, community groups.

Incorporate journaling, family Incorporate journaling, family interviewing when possible. interviewing when possible.

Ask students privately if they would Ask students privately if they would like to share information about their like to share information about their home countries/cultures that pertains home countries/cultures that pertains to class.to class.

Invite students to stay after for Invite students to stay after for tutoring.tutoring.

Important Acronyms:Important Acronyms:

ESL – English as a Second ESL – English as a Second Language, an ESL student receives Language, an ESL student receives ESL services because they scored ESL services because they scored below proficient in the English below proficient in the English language on a language test.language on a language test.

ELL – English Language Learner ELL – English Language Learner LEP- Limited English ProficientLEP- Limited English Proficient NOM-National Origin MinorityNOM-National Origin Minority

Take a guess!Take a guess!

How many languages do you think How many languages do you think are represented:are represented:

in the WSFC schools?in the WSFC schools? At the high school where you will be At the high school where you will be

student-teaching?student-teaching?

How many LEP students are How many LEP students are In the WSFC schoolsIn the WSFC schools At the high school where you will be student-At the high school where you will be student-

teaching?teaching?

WSFCS: 6,396 – 94 languagesWSFCS: 6,396 – 94 languages

Atkins: 135 - 2Atkins: 135 - 2 Carver: 15 -2Carver: 15 -2 East: 85 - 8East: 85 - 8 Glenn: 120- 10Glenn: 120- 10 Mt.Tabor: 61 - 12Mt.Tabor: 61 - 12 North: 124 - 5North: 124 - 5 Parkland: 138 – 7Parkland: 138 – 7 Reagan: 10 - 3Reagan: 10 - 3 Reynolds: 100 - 10Reynolds: 100 - 10 West: 73- 11West: 73- 11

WSFC DemographicsWSFC DemographicsThe top 5 languages are: The top 5 languages are:

2009:2009: 2008:2008:

Spanish (7,894) Spanish Spanish (7,894) Spanish (5,776 students)(5,776 students)

Vietnamese (96) Chinese (96 Vietnamese (96) Chinese (96 students)students)

Filipino (92) Vietnamese Filipino (92) Vietnamese (54 students)(54 students)

Arabic (86) Filipino (42 Arabic (86) Filipino (42 students)students)

Chinese (81) Arabic (36 Chinese (81) Arabic (36 students)students)

What is happening with our What is happening with our LEP numbers?LEP numbers?

Our LEP population has plateaued . . . Our LEP population has plateaued . . . however our Hispanic population however our Hispanic population continues to grow.  (factors including continues to grow.  (factors including immigration policy, economy). The immigration policy, economy). The overwhelming majority of our LEP overwhelming majority of our LEP growth is coming from K students born growth is coming from K students born in the US.in the US.

David Sisk (ESL Coordinator, District David Sisk (ESL Coordinator, District Level)Level)

LEP and NOM growth1995 - 2011

0

2000

4000

6000

8000

10000

12000

1995

1997

1999

2001

2003

2005

2007

2009

2011

AdditionalNOMs

LEP

Hispanic and NOM population Hispanic and NOM population growth in WSFCSgrowth in WSFCS

0

2,000

4,000

6,000

8,000

10,000

12,000

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Hispanic

NOMS

LEP Students By LEP Students By Language in NC Language in NC

2005-2006 (Top 10)2005-2006 (Top 10)

Spanish--74,766Spanish--74,766Hmong-- 2,651Hmong-- 2,651Vietnamese--Vietnamese--1,3221,322Arabic--1,129Arabic--1,129Chinese--1,041Chinese--1,041

Korean--855Korean--855French--854French--854Russian--580Russian--580Hindi--467Hindi--467Japanese--383Japanese--383

Vignette 2Vignette 2

Vignette 3Vignette 3

WSFC LEP Procedures:WSFC LEP Procedures:

   Identification: How will I know who Identification: How will I know who

my LEP students are and what my LEP students are and what modifications they need?modifications they need?

Testing Accommodations: Testing Accommodations: Accommodations FormAccommodations Form

““Modification/Accommodation forms are done Modification/Accommodation forms are done by the LEP committee in the school, then they by the LEP committee in the school, then they are to be shared with all teachers that have are to be shared with all teachers that have contact with the LEP student.  We have asked contact with the LEP student.  We have asked the ESL teachers to make sure they are the ESL teachers to make sure they are sharing the forms or information with each sharing the forms or information with each teacher because they are responsible for teacher because they are responsible for making sure the student receives all mods and making sure the student receives all mods and accommodations due to them---liability issue if accommodations due to them---liability issue if not followed.  The student is not really able to not followed.  The student is not really able to use the testing accommodations unless they use the testing accommodations unless they have received them in the classroom have received them in the classroom throughout the year.”throughout the year.”

Ann Talton, ESL Lead Teacher (WSFCS)Ann Talton, ESL Lead Teacher (WSFCS)

WSFC School PolicyWSFC School Policy School Classroom Teachers: School Classroom Teachers: Classroom Classroom

teachers with LEP students are responsible teachers with LEP students are responsible for making their classroom instruction for making their classroom instruction accessible, even for students at a beginning accessible, even for students at a beginning level of English proficiency. Classroom level of English proficiency. Classroom teachers are responsible for familiarizing teachers are responsible for familiarizing themselves with the WIDA standards and their themselves with the WIDA standards and their students’ levels of English proficiency in order students’ levels of English proficiency in order to differentiate their instruction and to make to differentiate their instruction and to make modifications. They are also responsible for modifications. They are also responsible for assessing students in such a way that does not assessing students in such a way that does not discriminate against them on the basis of their discriminate against them on the basis of their language proficiency. Such accommodations language proficiency. Such accommodations for state testing must be well documented. for state testing must be well documented.

  ESL teachers are supposed to be ESL teachers are supposed to be responsible for teaching the language responsible for teaching the language of the content (WIDA standards. of the content (WIDA standards. www.wida.us).  www.wida.us).  

The mainstream teacher is supposed The mainstream teacher is supposed to be responsible for teaching the to be responsible for teaching the content while supporting the language content while supporting the language simultaneously.   This is the ideal.simultaneously.   This is the ideal.

David Sisk (ESL Coordinator, District David Sisk (ESL Coordinator, District Level)  Level)  

MODELS OF INSTRUCTION:MODELS OF INSTRUCTION:

Pullout: Pullout: The LEP student leaves the classroom (is “pulled out”) for ESL The LEP student leaves the classroom (is “pulled out”) for ESL services, working in small groups of instruction planned by the ESL teacher. services, working in small groups of instruction planned by the ESL teacher.

Elective ESL classes: Elective ESL classes: In the middle and high schools, LEP students receive In the middle and high schools, LEP students receive ESL instruction during a scheduled class period and receive course credit. ESL ESL instruction during a scheduled class period and receive course credit. ESL is largely an English-only instructional program, with instructional support in the is largely an English-only instructional program, with instructional support in the native language when feasible. Proficiency levels determine the level of ESL native language when feasible. Proficiency levels determine the level of ESL class the student will take. (Newcomers may need two periods of ESL services class the student will take. (Newcomers may need two periods of ESL services each day; group sizes are to be no larger than ten students; Students are to be each day; group sizes are to be no larger than ten students; Students are to be grouped by proficiency levels; Students are to grouped by grade level)grouped by proficiency levels; Students are to grouped by grade level)

Sheltered Content Classes: Sheltered Content Classes: Sheltered content classes in social studies, Sheltered content classes in social studies, science, math, and English are offered at the high school level to LEP students. science, math, and English are offered at the high school level to LEP students. The mainstream teacher uses specific methods designed for LEP students, The mainstream teacher uses specific methods designed for LEP students, commonly referred to as Sheltered Instruction Observation Protocol (SIOP). commonly referred to as Sheltered Instruction Observation Protocol (SIOP). Such methods include increased use of visuals, modeling, slower speech, Such methods include increased use of visuals, modeling, slower speech, modified assessments, scaffolding, and native language assistance when needed. modified assessments, scaffolding, and native language assistance when needed. This LEP instructional method is primarily designed for intermediate LEP This LEP instructional method is primarily designed for intermediate LEP students.students.

Co-teaching: Co-teaching: The LEP student remains in the mainstream classroom, with the The LEP student remains in the mainstream classroom, with the ESL teacher going in to work with the classroom teacher, providing appropriate ESL teacher going in to work with the classroom teacher, providing appropriate instruction to the LEP student. To have a successful Co-teaching model, instruction to the LEP student. To have a successful Co-teaching model, mainstream and ESL teachers must have time to plan cooperatively and must mainstream and ESL teachers must have time to plan cooperatively and must share the teaching responsibilities of that classroom. ESL teachers are not to be share the teaching responsibilities of that classroom. ESL teachers are not to be used as an assistant or tutor. Classroom time may be a mix of whole class, used as an assistant or tutor. Classroom time may be a mix of whole class, grouped lessons, or rotating stations with both teachers sharing the teaching grouped lessons, or rotating stations with both teachers sharing the teaching role. (2-3 teachers working together is ideal).role. (2-3 teachers working together is ideal).

From WSFCS ESL webpageFrom WSFCS ESL webpage

So, you thought you were So, you thought you were just going to have to teach just going to have to teach

social social studies/math/science/literatstudies/math/science/literat

ure?ure? Remember that no matter what Remember that no matter what

subject you teach, you are teaching subject you teach, you are teaching your students language on some your students language on some level. It may be just academic level. It may be just academic vocabulary, but it may also be that vocabulary, but it may also be that students are learning the course students are learning the course content in their second or third content in their second or third language.language.

Laws Affecting EnglishLaws Affecting English Language Learners Language Learners

Civil Rights Act of 1964Civil Rights Act of 1964 : :

No person in the United States shall, on the No person in the United States shall, on the ground of race, color, or national origin, be ground of race, color, or national origin, be excluded from participation in, be denied the excluded from participation in, be denied the benefits of, or be subjected to discrimination benefits of, or be subjected to discrimination under any program or activity receiving under any program or activity receiving Federal financial assistance. Federal financial assistance.

Office for Civil Rights Office for Civil Rights

Memorandum (1970)Memorandum (1970) ((1) Districts must develop programs to assist LEP 1) Districts must develop programs to assist LEP

students so that they are not excluded from students so that they are not excluded from participation in the educational system.participation in the educational system.

(2) School districts must not place NOM students in (2) School districts must not place NOM students in special education classes on the basis of low test special education classes on the basis of low test scores in English. NOM students must not be denied scores in English. NOM students must not be denied access to college prep. courses. access to college prep. courses.

(3) Programs designed to meet the need of LEP (3) Programs designed to meet the need of LEP students must be effective, and should not be students must be effective, and should not be permanent or “dead end tracks”.permanent or “dead end tracks”.

(4) School districts have the responsibility to (4) School districts have the responsibility to adequately notify NOM parents of school activities. adequately notify NOM parents of school activities. To be adequate, such notice may have to be provided To be adequate, such notice may have to be provided in a language other than English.in a language other than English.

Lau v. NicholsLau v. Nichols (1974) (1974)

There is no equality of treatment merely by There is no equality of treatment merely by providing students with the same facilities, providing students with the same facilities, textbooks, teachers, and curriculum, for textbooks, teachers, and curriculum, for students who do not understand English are students who do not understand English are effectively foreclosed from any meaningful effectively foreclosed from any meaningful education.education.

Equal Educational Equal Educational Opportunities Act of 1974Opportunities Act of 1974

No state shall deny equal educational No state shall deny equal educational opportunity to an individual on account of his opportunity to an individual on account of his or her race, color, sex, or national origin.or her race, color, sex, or national origin.

Educational agencies must take appropriate Educational agencies must take appropriate action to overcome language barriers that action to overcome language barriers that impede equal participation by its students in its impede equal participation by its students in its instructional programs.instructional programs.

At this point in time, in accordance with federal law, At this point in time, in accordance with federal law, students do not have to provide any proof of legal students do not have to provide any proof of legal status to attend US schools.status to attend US schools.

All students must fill out a HLS upon registering for All students must fill out a HLS upon registering for school. If there is another language listed, they are school. If there is another language listed, they are given a language test to determine their language given a language test to determine their language proficiency.proficiency.

LEP students are given the choice to receive ESL LEP students are given the choice to receive ESL services. They may waive services.services. They may waive services.

All teachers are required to modify instruction and All teachers are required to modify instruction and assessment as needed for LEP students.assessment as needed for LEP students.

The ESL program is federally mandated to prevent The ESL program is federally mandated to prevent discrimination practices in the retention and grading discrimination practices in the retention and grading of LEP students. Retention of an LEP student should of LEP students. Retention of an LEP student should only be considered if academic difficulties are not only be considered if academic difficulties are not related to second language acquisition.related to second language acquisition.

Student Rights

Vignette 4Vignette 4

OK, so I have no choice. I have to change the OK, so I have no choice. I have to change the way I teach to cater to English Language way I teach to cater to English Language Learners. It is their legal right, but why is it Learners. It is their legal right, but why is it the RIGHT thing to do?the RIGHT thing to do?

Before we move on, let’s talk about how it feels Before we move on, let’s talk about how it feels to be in a situation where you do not speak the to be in a situation where you do not speak the language?language?

Have you ever experienced an ineffective Have you ever experienced an ineffective language teacher? (Don’t mention names!) language teacher? (Don’t mention names!) What made this teacher ineffective? How can What made this teacher ineffective? How can you avoid the same situations with future you avoid the same situations with future students?students?

Were there any cultural misunderstandings?Were there any cultural misunderstandings? Situations that made you feel uncomfortable?Situations that made you feel uncomfortable? What made you uncomfortable/more What made you uncomfortable/more

comfortable in foreign language settings?comfortable in foreign language settings?

Drop-out rates aren’t really that Drop-out rates aren’t really that important, are they?important, are they?

Tracking does not exist in today’s Tracking does not exist in today’s schools, does it?schools, does it?

WSFCSWSFCS

2006 20072006 2007

NCNC

2006 20072006 2007

DurhamDurham

2006 20072006 2007

GuilfordGuilford

2006 20072006 2007

CMSCMS

2006 20072006 2007

WakeWake

2006 2006 20072007

All All StudentsStudents

73.7 70.773.7 70.7 68.1 69.468.1 69.4 68.8 66.368.8 66.3 63.5 79.763.5 79.7 74.6 73.874.6 73.8 82.6 82.6 79.379.3

MaleMale 69.3 67.069.3 67.0 63.9 64.963.9 64.9 61.5 60.461.5 60.4 59.8 76.459.8 76.4 68.8 70.168.8 70.1 78.9 78.9 74.4 74.4

FemaleFemale 78.2 74.578.2 74.5 72.4 73.872.4 73.8 76.0 71.876.0 71.8 67.1 82.967.1 82.9 80.2 77.380.2 77.3 86.2 86.2 84.084.0

Native Native Amer.Amer.

58.3 60.058.3 60.0 51.1 55.651.1 55.6 * 57.1* 57.1 36.7 69.436.7 69.4 60.0 44.260.0 44.2 90.5 90.5 69.069.0

AsianAsian 84.2 80.484.2 80.4 74.1 78.974.1 78.9 78.0 83.778.0 83.7 54.6 75.854.6 75.8 80.1 80.880.1 80.8 91.7 91.7 86.986.9

BlackBlack 68.2 64.268.2 64.2 60.0 61.460.0 61.4 63.7 59.363.7 59.3 56.4 73.656.4 73.6 66.0 62.866.0 62.8 69.9 69.9 65.365.3

HispanicHispanic 49.8 40.949.8 40.9 51.8 53.651.8 53.6 40.1 35.240.1 35.2 42.9 64.142.9 64.1 58.4 61.858.4 61.8 57.7 57.7 55.355.3

Multi-RacialMulti-Racial 64.9 66.764.9 66.7 65.2 65.465.2 65.4 71.2 64.871.2 64.8 63.0 76.563.0 76.5 77.3 71.677.3 71.6 82.3 82.3 73.373.3

WhiteWhite 80.4 80.180.4 80.1 73.6 74.873.6 74.8 82.1 83.182.1 83.1 72.5 86.372.5 86.3 84.8 87.184.8 87.1 89.6 89.6 88.288.2

Graduation Rate for NC and Urban Districts

2006 and 2007

Vignette 5Vignette 5

ONLY first year in US schools LEP students that ONLY first year in US schools LEP students that score below 4.0 on the reading portion of the score below 4.0 on the reading portion of the ACCESS are eligible for an exemption on the ACCESS are eligible for an exemption on the reading EOG. reading EOG.

There are no longer any alternate assessments There are no longer any alternate assessments for LEP students.  However, some LEP students for LEP students.  However, some LEP students are eligible for testing accommodations.  are eligible for testing accommodations. 

There are no allowances for LEP students There are no allowances for LEP students regarding meeting the HS exit and graduation regarding meeting the HS exit and graduation requirements.  requirements. 

David SiskDavid Sisk

Vignette 6Vignette 6

Second Language Second Language AcquisitionAcquisition

Have you ever heard of BICS and CALP?Have you ever heard of BICS and CALP? A silent period?A silent period? BICS/CALP (Basic Interpersonal BICS/CALP (Basic Interpersonal

Communication Skills 1-2 yrs vs. Cognitive Communication Skills 1-2 yrs vs. Cognitive Academic Language Proficiency 5-10)Academic Language Proficiency 5-10)

James James CumminsCummins

Can-do descriptors Can-do descriptors (See handout)(See handout)

Diversity Situation Analysis:Diversity Situation Analysis:

Work with a partner or in groups of Work with a partner or in groups of three.three.

Skip 7 and 8Skip 7 and 8

Do stereotypes affect us?Do stereotypes affect us?

Asian StudentsAsian Students

Let’s talk about stereotypes and how Let’s talk about stereotypes and how they can prove detrimentalthey can prove detrimental

Diversity within groupDiversity within group ““Model Minority”Model Minority” Stress, pressure, isolationStress, pressure, isolation

Most North Carolina students with Most North Carolina students with limited English proficiency are limited English proficiency are Spanish speakers (31,931), with Spanish speakers (31,931), with Hmong (2,882) coming in a distant Hmong (2,882) coming in a distant second. second.

Hmong students: Another growing (and often misunderstood)

minority

The Hmong people are from rural mountain The Hmong people are from rural mountain areas in southeast Asia. areas in southeast Asia.

Many of the Hmong people were our allies Many of the Hmong people were our allies in the Vietnam War and others fought in the Vietnam War and others fought against the communist-nationalists in the against the communist-nationalists in the Secret War in Laos. Secret War in Laos.

Hmong are divided into clans or tribes that Hmong are divided into clans or tribes that share the same paternal ancestry. share the same paternal ancestry.

Each clan has a leader who oversees all Each clan has a leader who oversees all relations and a shaman (wise man/medicine relations and a shaman (wise man/medicine man) who deals with spiritual and physical man) who deals with spiritual and physical problems. problems.

Traditional Hmong education is oral.Traditional Hmong education is oral.

Respect is very important. Many Respect is very important. Many times in teaching situations they will times in teaching situations they will constantly nod and say, "Yes." Keep constantly nod and say, "Yes." Keep in mind that this yes might mean, in mind that this yes might mean, "Yes, I am listening to you," not, "Yes, I am listening to you," not, "Yes, I understand." "Yes, I understand."

Usually Hmong people do not feel Usually Hmong people do not feel comfortable with direct eye contact comfortable with direct eye contact and do not like to be touched on and do not like to be touched on their heads. their heads.

Today, there are 85,000 Hmong Today, there are 85,000 Hmong students in public schools students in public schools throughout the country.  throughout the country.  

There are large Hmong populations There are large Hmong populations in Minnesota, Wisconsin, and North in Minnesota, Wisconsin, and North Carolina.Carolina.

In North Carolina’s Burke County In North Carolina’s Burke County schools, Hmong students make up schools, Hmong students make up 67% of all Asian students in the 67% of all Asian students in the district.district.

Hmong is the second most spoken Hmong is the second most spoken language of ELL students in the US.language of ELL students in the US.

Many challenges face their community.Many challenges face their community. 66% lives in poverty with an average 66% lives in poverty with an average

annual salary of $9,923. annual salary of $9,923. Of those 25 years and older, 97% have Of those 25 years and older, 97% have

less than a bachelor’s degree. less than a bachelor’s degree. Over half of the community report Over half of the community report

having no formal education.  having no formal education.   80% are employed in the support, 80% are employed in the support,

service, production, and labor field. service, production, and labor field. 61% of Hmong households are 61% of Hmong households are

“linguistically isolated”. “linguistically isolated”.

Hmong studentsHmong students Does the model minority myth apply?Does the model minority myth apply?

Only 31% of Hmong American Only 31% of Hmong American students are graduating high school. students are graduating high school. Only 3% of Hmong adults over the Only 3% of Hmong adults over the age of 25 have a Bachelor’s Degree age of 25 have a Bachelor’s Degree or higher. or higher.

(Hmong Today)(Hmong Today)

There are aspects of Hmong culture that clash There are aspects of Hmong culture that clash sharply with our culture in the US, and sharply with our culture in the US, and sometimes American law. sometimes American law.

Traditional methods of healing: conflicts with Traditional methods of healing: conflicts with social services.social services.

Hmong households are usually large, and women Hmong households are usually large, and women do the housework. Young girls have tremendous do the housework. Young girls have tremendous responsibilities.responsibilities.

There is a high rate of teenage pregnancy in the There is a high rate of teenage pregnancy in the Hmong community.Hmong community.

There are stark gender differences and arranged There are stark gender differences and arranged marriages. Women usually marry young (13-18) marriages. Women usually marry young (13-18) because having many healthy children is because having many healthy children is important. Of course this is changing drastically important. Of course this is changing drastically as children become “Americanized”.as children become “Americanized”.

Vignette 9Vignette 9

Hispanic students in US Hispanic students in US schools:schools:

By 2025 Hispanic children will probably By 2025 Hispanic children will probably make up 25% of school-age children.make up 25% of school-age children.

During the school year 2007-08, NC During the school year 2007-08, NC experienced the highest increase yet of experienced the highest increase yet of Hispanic students. Our Hispanic population Hispanic students. Our Hispanic population increased by 14,000. We have more than increased by 14,000. We have more than 97,000 Hispanic students in our schools.97,000 Hispanic students in our schools.

Hispanic students lag behind other ethnic Hispanic students lag behind other ethnic groups in academic achievement.groups in academic achievement.

There is a gap, and it starts early.There is a gap, and it starts early.

Hispanic StudentsHispanic Students Regarding the Hispanic cultures, it is important to Regarding the Hispanic cultures, it is important to

keep in mind how these cultures are evolving. keep in mind how these cultures are evolving. There is much culture-mixing, and some individuals There is much culture-mixing, and some individuals are highly “americanized”, while others are are highly “americanized”, while others are newcomers. newcomers.

Some immigrant children grew up in the US, and Some immigrant children grew up in the US, and are basically bicultural. They may be embarrassed are basically bicultural. They may be embarrassed by their heritage and try to fit in with mainstream by their heritage and try to fit in with mainstream students. Others may be proud of their heritage students. Others may be proud of their heritage and feel isolated from mainstream culture and and feel isolated from mainstream culture and cling to others from their native lands. cling to others from their native lands.

What steps could we take to more actively involve What steps could we take to more actively involve our cultural resources (Hispanic students, families, our cultural resources (Hispanic students, families, and community organizations) in our schools?and community organizations) in our schools?

Vignettes 10 and 11Vignettes 10 and 11

What responsibilities do students have outside What responsibilities do students have outside of school?of school?

What role models do students have?What role models do students have? Do parents participate in the education Do parents participate in the education

process?process? Is education top priority?Is education top priority? Do parents push students too hard? Do parents push students too hard?

Expectations?Expectations? Do parents/students trust school staff?Do parents/students trust school staff? Do students/parents know what resources are Do students/parents know what resources are

available?available? Special needs? Special needs? How do modifications make students/parents How do modifications make students/parents

feel?feel?

Remember that the education process is very Remember that the education process is very different in other countries, so students and different in other countries, so students and parents may feel uncomfortable in US parents may feel uncomfortable in US classrooms.classrooms.

Multiculturalism involves recognizing Multiculturalism involves recognizing differences in not only cultures, but also differences in not only cultures, but also subcultures, race and social class, gender. subcultures, race and social class, gender. (Tarasco example)(Tarasco example)

***Individuals from the same culture may be ***Individuals from the same culture may be profoundly different.profoundly different.

Remember that using one style of teaching will Remember that using one style of teaching will not work for an entire classroom of students. A not work for an entire classroom of students. A teaching style that is exciting and engaging to teaching style that is exciting and engaging to some students may be frustrating/scary to some students may be frustrating/scary to others.others.

Cultural Stumbling BlocksCultural Stumbling Blocks

Natalie Strittmatter

November 9, 2011

Assumption of Assumption of SimilaritiesSimilarities

Many people assume that everyone is the Many people assume that everyone is the same deep down so communicating with same deep down so communicating with people from other culture’s should be easy. people from other culture’s should be easy.

Nonverbal symbols are not similar from culture to culture. Example: Nonverbal symbols are not similar from culture to culture. Example: Smiles mean different things to different cultures. Are Korean people Smiles mean different things to different cultures. Are Korean people cold because they do not smile at foreigners? Why would an Arab cold because they do not smile at foreigners? Why would an Arab student think that something was wrong with his appearance student think that something was wrong with his appearance (something on his face/fly down) and rush to the bathroom to check (something on his face/fly down) and rush to the bathroom to check when on a college campus in the US for the first time? when on a college campus in the US for the first time?

Assumption of Similarities Assumption of Similarities Gesture ActivityGesture Activity

1.1. 2. 2.2. 2.

3. 4.3. 4.

Write down Write down what each what each picture picture represents to represents to you.you.

Come here!Come here!

Common in the U.S. to ask someone to come hereCommon in the U.S. to ask someone to come here In other cultures this symbol is insulting.In other cultures this symbol is insulting. In Cambodia and Vietnam this symbol is used to call In Cambodia and Vietnam this symbol is used to call

an animal and is considered rude.an animal and is considered rude.

O.KO.K..

Commonly used in the U.S. for O.K.Commonly used in the U.S. for O.K. Brazil and Germany view this symbol as obscene. Brazil and Germany view this symbol as obscene. Japan uses the symbol for money.Japan uses the symbol for money. France uses the symbol for zero or worthless.France uses the symbol for zero or worthless.

PeacePeace Commonly used in the U.S as the peace sign.Commonly used in the U.S as the peace sign. Europeans use this symbol for victory when the palm Europeans use this symbol for victory when the palm

faces away from you. With palm facing in it means faces away from you. With palm facing in it means “shove it”.“shove it”.

ChampionChampion

Commonly used in the U.S. for a winner or champion in sports.Commonly used in the U.S. for a winner or champion in sports. Russians use this symbol for friendship. In 1959 Khrushchev learned Russians use this symbol for friendship. In 1959 Khrushchev learned

the hard way that this symbol for friendship was not universal. the hard way that this symbol for friendship was not universal. Americans assumed this gesture meant Victory.Americans assumed this gesture meant Victory.

Meanings of Common Meanings of Common Nonverbal SymbolsNonverbal Symbols

Language Language DifferencesDifferences Difficulties ESL students face Difficulties ESL students face

with language differences:with language differences:

Dialects, slang, idiomatic Dialects, slang, idiomatic expressions, vocabulary, and expressions, vocabulary, and syntax all present problems syntax all present problems for new language learners. for new language learners.

People focus on one meaning People focus on one meaning of a word in the new language of a word in the new language instead of the context.instead of the context.

One of the most common One of the most common problems is negative problems is negative questions. Ex. Aren’t you questions. Ex. Aren’t you from Korea?from Korea?

Nonverbal Nonverbal MisinterpretationsMisinterpretations

Time and spatial relationships are more difficult to understand.Time and spatial relationships are more difficult to understand.

Ex. Personal space and appointment timesEx. Personal space and appointment times

Nonverbal misinterpretation excerpt from Barna’s Stumbling Blocks article: An Oregon girl in Nonverbal misinterpretation excerpt from Barna’s Stumbling Blocks article: An Oregon girl in an intercultural communication class asked a young man from Saudi Arabia how he would an intercultural communication class asked a young man from Saudi Arabia how he would nonverbally signal that he liked her. His response was to smooth back his hair, which to her nonverbally signal that he liked her. His response was to smooth back his hair, which to her was just a common nervous gesture signifying nothing. She repeated her question three times. was just a common nervous gesture signifying nothing. She repeated her question three times. He smoothed his hair three times. Then, realizing that she was not recognizing this movement He smoothed his hair three times. Then, realizing that she was not recognizing this movement as his reply to her question, he automatically ducked his head and stuck out his tongue slightly as his reply to her question, he automatically ducked his head and stuck out his tongue slightly in embarrassment. This behavior was noticed by the girl and she expressed astonishment that in embarrassment. This behavior was noticed by the girl and she expressed astonishment that he would show liking for someone by sticking out his tongue. he would show liking for someone by sticking out his tongue.

If you do not understand that different cultures view time and spatial relationships very If you do not understand that different cultures view time and spatial relationships very differently, it will be very difficult for you understand that culture. Examples: In Central differently, it will be very difficult for you understand that culture. Examples: In Central American countries personal American countries personal spacespace is very small. People may even bump into you trying to is very small. People may even bump into you trying to pay for things in a store. Whereas in American culture we are very aware of our personal pay for things in a store. Whereas in American culture we are very aware of our personal space and do not like people to invade it. space and do not like people to invade it. Time Time is also an important thing to consider as a is also an important thing to consider as a nonverbal code. In many cultures time is perceived very differently. In what is known as “high nonverbal code. In many cultures time is perceived very differently. In what is known as “high context” cultures appointments are not as important as family time. Unlike the importance of context” cultures appointments are not as important as family time. Unlike the importance of time and appointments in the U.S. where you are expected to be on time. *Think about how time and appointments in the U.S. where you are expected to be on time. *Think about how time could be an issue when dealing with ESL students or their parents. Any thoughts on how time could be an issue when dealing with ESL students or their parents. Any thoughts on how your might experience a nonverbal misinterpretation in respect to time or spatial your might experience a nonverbal misinterpretation in respect to time or spatial relationships?relationships?

Preconceptions and StereotypesPreconceptions and Stereotypes

Definition of preconception: an opinion formed in Definition of preconception: an opinion formed in advance of adequate knowledge or background.advance of adequate knowledge or background.

Definition of stereotype: a conventional, formulaic, and Definition of stereotype: a conventional, formulaic, and oversimplified conception, opinion, or image.oversimplified conception, opinion, or image.

What are some of the preconceptions and stereotypes What are some of the preconceptions and stereotypes about ESL students you have heard from other about ESL students you have heard from other teachers?teachers?

High Anxiety or TensionHigh Anxiety or Tension

We need to find ways for We need to find ways for ESL students to feel ESL students to feel appreciated and appreciated and experience success right experience success right away in the classroom in away in the classroom in order to reduce the anxiety order to reduce the anxiety they experience in their new they experience in their new cultural environment. cultural environment.

Stress Stress occursoccurs often in often in cross-culturalcross-cultural experiences.experiences.

More things to consider: More things to consider: Cultural differencesCultural differences

Pronunciation of namesPronunciation of names Concept of family: Hierarchy, household, elders, family Concept of family: Hierarchy, household, elders, family

rolesroles Life cycles: maturity, age-appropriatenessLife cycles: maturity, age-appropriateness Gender rolesGender roles Eye contactEye contact Directness/IndirectnessDirectness/Indirectness Showing of emotionShowing of emotion GreetingsGreetings Competitiveness: Group mentality vs. IndividualismCompetitiveness: Group mentality vs. Individualism CheatingCheating DisciplineDiscipline Religion: diet, absencesReligion: diet, absences Food: restrictions, eating times, discarding, sharingFood: restrictions, eating times, discarding, sharing Health and hygiene: illness, dentistsHealth and hygiene: illness, dentists Perception of education and what is appropriate: Perception of education and what is appropriate:

questioning, noddingquestioning, nodding Perception of uniqueness: proud or ashamed of heritagePerception of uniqueness: proud or ashamed of heritage

Benefits of a multi-cultural classroom:Benefits of a multi-cultural classroom:

ELLs are assets and add richness.ELLs are assets and add richness. Students get a taste of the real world.Students get a taste of the real world. Students learn from each other.Students learn from each other. Friendships form in unexpected places.Friendships form in unexpected places. Prejudice and fear decreases.Prejudice and fear decreases. Opportunities for learning and growth are Opportunities for learning and growth are

high.high.

Think about your own experiences.Think about your own experiences.

As educators, we must be advocates As educators, we must be advocates for all students/children. We never for all students/children. We never know the circumstances.know the circumstances.

Families and personnel may have Families and personnel may have strong opinions about immigration, strong opinions about immigration, but remember that our job is to but remember that our job is to support, protect, and educate every support, protect, and educate every student.student.

The Big Picture:

How to not get How to not get overworkedoverworked

It would be difficult to research every culture and It would be difficult to research every culture and language that is represented in your classroom, but the language that is represented in your classroom, but the more you know about the students you teach, the better more you know about the students you teach, the better off you are. off you are.

Research the school district you plan to work in. Find Research the school district you plan to work in. Find out which cultures are represented there. Do some out which cultures are represented there. Do some investigation about those cultures to avoid surprises. investigation about those cultures to avoid surprises.

Use resources at your school and in your district. Talk Use resources at your school and in your district. Talk to the foreign language teachers, ESL teachers, to the foreign language teachers, ESL teachers, guidance counselors, other teachers, and guidance counselors, other teachers, and administrators. Others may have already made valuable administrators. Others may have already made valuable discoveries regarding certain students/subgroups.discoveries regarding certain students/subgroups.

Working with community groups may be helpful Working with community groups may be helpful (volunteers, translators, liaisons)(volunteers, translators, liaisons)

What resources do you What resources do you have?have?

School counselorsSchool counselors School administratorsSchool administrators Newcomer CenterNewcomer Center TransactTransact ESL teacher, ESL district officeESL teacher, ESL district office Foreign language teachers at your Foreign language teachers at your

schoolschool Parent volunteersParent volunteers Other teachersOther teachers

What are the three most What are the three most important things you important things you learned from this Power learned from this Power Point? Come ready to Point? Come ready to share.share.