chapter 11 multicultural issues
DESCRIPTION
Chapter 11 Multicultural Issues. Carmen, Eduardo, Denise, and Amy. What we will do tonight. Take a short Pre-quiz Talk about Ethnicity, Culture, and Diverse Populations Talk about the Issues to Consider when Working with Diverse Populations Talk about Assessment and our Research Articles - PowerPoint PPT PresentationTRANSCRIPT
CHAPTER 11
MULTICULTU
RAL ISSUES
C A R M E N , ED U A R D O , D
E N I SE , A
N D AM Y
WHAT WE WILL DO TONIGHT• Take a short Pre-quiz• Talk about Ethnicity, Culture, and Diverse Populations• Talk about the Issues to Consider when Working with
Diverse Populations• Talk about Assessment and our Research Articles• Talk about the Interventions Available• View a few online resources for those who want to know
more• Review Bilingual Techniques in Schools now• Take a short Post-Quiz
PRE-QUIZTrue/False1. Multiculturalism is exclusively language.2. A student’s performance on assessments is
affected by their culture.3. Ethnicity and culture are the same thing.4. Communication is only spoken language.5. ESL pullout is the most effective bilingual
program.
WHAT IS MULTICULTURALISM?• The preservation of different cultures or cultural identi
ties within a unified society. • This means:
• Celebrating ourselves• Celebrating others• Learning more about others• Learning more about the world as a whole• Accepting others’ language, philosophy, and personal
history
ESSENTIAL Q
UESTIONS
W H AT DO W
E NE E D T
O KN O W A
B O U T
M U LT I CU LT U R A L
I SS U E S ?
CHAPTER OVERVIEW QUESTIONS1. What is an ethnic group?2. Are there bilingual speech-language pathologists (SLP)?3. Name some characteristics of culture group.4. How is school achievement impacted?5. How do you modify assessment and intervention?6. Terms every educator should know:
Acculturation Individualism Collectivism Bilingualism Bidialectism
IMMIGRANT CHILDREN
ETHNICITY AND CULTURE
E T H N I C G R O U P
• A group of individuals who share a common language, heritage, religion, or geography/ nationality
C U LT U R E F R A M E W O R K S
• Social practices, beliefs, values, and behaviors that members of a group intentionally and unintentionally.
THE SEVEN MAJOR AMERICAN ETHNIC GROUPS1.European (194,552,774)2.Hispanic (39,305,818)3.African American (34,659,190)4.Asian/Pacific Islands (10,641,833)5.Native American(2,475,956)6.West Indian (1,869,504)7.Arabic Descent (1,202,871)Mixed Cultural Descent is Rising (6,826,228)
WHAT DO THE NUMBERS MEAN?• Teachers need to work more than ever to be
culturally reflective, and keep a high cultural sensitivity.
• Teachers should expect to see an increasingly large number of children with two or more cultures mixed within their family. We need to help these children celebrate their rich mixed heritages.
ISSUES TO CONSIDER
ISSUES TO CONSIDER• Understanding the complex macro system
influences on a family• Families operate according to their own cultural
traditions• The dominant culture is usually the European
American tradition as well as mainstream culture• Families may have issues with acculturation or
when families feel they need to maintain their own cultural identity while at the same time accepting the values and beliefs of the European American tradition.
ACCULTURATI
ON
PATTERNS OF ACCULTURATION
I N T E G R A T I O N
• A family wants to maintain their own culture while adopting the EA culture
A S S I M I L A T I O N
• A family wants to adopt the EA and let go of their own culture
“The number one predictor for long-term academic achievement in English is the extent and quality of L1 schooling.”
Thomas & Collier, 2002
Language of Instruction (LOI)
Language of the Day (LOD)
Blue Labels for EnglishRed Labels for Spanish
Student Generated Alphabet
Bilingual Pairs
Bilingual Word WallBlue - English Red - Spanish
Bilingual Centers
DIALECTS
FACTS• Approximately 14% of the American population speak a
language other than English• Spanish is the 2nd most widely spoken language in the USA
ARTICLES
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CONNECTIONSEUROPEAN CULTURAL FRAMEWORK VALUES INDIVIDUALIST
ORIENTATIONINDEPENDENCE AND INDIVIDUAL ACHIEVEMENT
In contrast with minority groups such as:PACIFIC ISLANDERASIANCHINESE, KOREAN, AND JAPANESE
ASSESSMENTS
S C R E E N I NG A
N D DI A
G N O S T I C T
E S T I NG
ASSESSING A CHILD IN HIS OR HER NATIVE LANGUAGE
D Y N A M I C A S S E S S M E N T S Process-oriented Output compared to norm Test-teach-retest
approach
M E D I A T E D L E A R N I N G
“Teach” phase Assess learning behaviors Goal is to try or guess
IDEA 2004- avoid discriminationAvoid focus on syntax and phonologyProcess-oriented like digit recallhttp://www.youtube.com/watch?v=-F22brI_5UI
PRAGMATIC DIFFERENCESBe aware of collectivist culture values rules of politeness responses to social situations communication values questioning format eye contact
INTERVEN
TION
SKILLED PRACTITIONERS SHOULD…CULTURAL DIFFERENCESC O N S I D E R C U LT U R A L D I F F E R E N C E S
H A V E C U LT U R A L S E N S I T I V I T Y
CONSIDERATION #1
• Nuclear vs. extended• Dyadic interactions (2 person)• Sibling care• Multi-play language
interactions
The Role of Family in the Student’s Intervention
CONSIDERATION #2The Role of the Family Values about child
communication norms Increase the amount of child talkValue lots of talkInitiate conversations with adults
Japanese, groups of Pacific Islanders, Puerto Ricans, Navajo, usually encourage verbal restraint and quietness
Avoid cultural conflictsKnowing how to address adults
Address Mr. and Mrs. African Americans and Mexican Americans expect respect
and courteous gestures Asian~ surname precedes the given name
QUESTIONS THAT HELP YOU UNDERSTAND A FAMILY’S ETHNIC TRADITION1. How would you describe your ethnicity?2. Would you describe your child as
spending most of his/her time interacting with just the two of you, interacting with you and other siblings or interacting with you and other adult friends and family members?
3. Would you describe your child as talking too little or needing to talk more?
4. When do you and your child do most of your talking? ~while driving in a car, dinner table, at night getting ready for bed or other times
RESULTS OF THE SURVEYTIME2~interacting with parents and siblings3~ interacting with adult friends and familyTALKING1~too little2~ needs to talk moreWHEN1~driving in the car2~ dinner table5~other times
Ethnicity Time Talking When0
1
2
3
4
5
6
CaucasianLatinIndian
E.S.L INTERVENTIONSThe ESL specialist has
many ESLinterventions, materials, and books that are available for all teachers in the school.
INTERVENTION MATERIALS
Which is your favorite Intervention?
MULTICULTURALISMReviewCharlie BrownToday we talked about:We need to be culturally aware and culturally sensitivity.Dual language is the most effective bilingual program.At school, you need a good mentoring program.Assessments should be in L1. and culturally sensitive.Two considerations for intervention include the role of the
family and family values.
WEBSITEShttp://www.prel.org/eslstrategies/http://www.netc.org/focus/challenges/literacy.phphttp://www.readingrockets.org/article/21825/http://www.getreadytoread.org/index.php?option=com_content&task=view&id=96&Itemid=105www.starfall.comhttp://www.childtopia.comhttp://www.spongelearners.com/free_spanish_learning_activities_for_kids
EVALUACIÓN Escoge A, B, o C1.- Cual es la mejor manera de evitar conflictos culturales
durante la intervención?a.) No hacer nada b.) Mandar un cuestionario a casac.) Entrevistar a la familia, mandar un cuestionario sobre antecedentes culturales
2.- Para una familia, mantener la identidad cultural mientras adaptan otra se llama:a) Marginalización b) separación c) integración
3.- Evaluación dinámica es: a) Dirigida a producir b) Dirigida por un proceso c) norma de referencia
4.- La minoría con mayor crecimiento en los Estados Unidos es:a) Hispanos b) Europeos c) Áfrico Americanos
5.- Una consecuencia positiva sobre NCLB es:a) las escuelas deben modificar su instrucciónb) Evaluaciones de alto riesgoc) perdida de financiamiento federal
ASSESSMENTChose a, b, or c.1. What are the best ways to avoid cultural conflict during intervention? a. do nothing
b. send a survey homec. send survey, interview family, learn about cultural background
2. For a family, maintaining your own culture while adopting another is called
a. marginalization b. separation c. integration3. Dynamic assessment is
a. product-oriented b. process-orientated c. norm-referenced4. The most prevalent minority group is the United States is
a. Hispanic b. European c. African-American5. One positive consequence of NCLB is
a. schools are mandated to modify instructionb. high-stakes testingc. loss of federal funding
BEST PRACTIC
ES AND
IDEAS
REFERENCESmulticulturalism. (n.d.). Collins English Dictionary - Complete & Unabridged 10th Edition.
Retrieved November 15, 2011, from Dictionary.com website:http://dictionary.reference.com/browse/multiculturalism
Chu, S.-Y. & Flores, S. (2011). Preventing disproportionate representation of students from culturally and linguistically diverse backgrounds as having a language impairment. Language Society and Culture, 32, 17-27.
Cushner, K., McClelland, A., & Safford, P. (2012). Human diversity in education: An intercultural approach. (6th ed.). New York: McGraw-Hill.
Delaney, R. (2010, July 06). Dialect map of american english [Web log message]. Retrieved from http://robertspage.com/dialects.html
Harushimana, I., & Awokoya, J. (2011). African-born immigrants in u.s. schools: An intercultural perspective on schooling and diversity. Journal of Praxis in Multicultural Education, 6(1), 34-48.
Kaderavek, Joan N. Language Disorders in Children. Boston: Pearson/Allyn & Bacon, 2011.Kumasi, K., & Hill, R. F. (2011). Are we there yet? results of a gap analysis to measure lis
students' prior knowledge and actual learning of cultural competence concepts. Journal of Education for Library and Information Science, 52(4), 251-264.
Obiakor, F. E. (2007). Multicultural special education: Effective intervention for today. Intervention in School and Clinic, 42(3), 148-155.
Pimentel, C. (2011). The politics of caring in a bilingual classroom: A case study on the (im)possibilities of critical care in an assimilationist school context. Journal of Praxis in Multicultural Education, 6(1), 49-60.