copyright (c) 2003 allyn & bacon chapter 10 teaching culturally and linguistically diverse...
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copyright (c) 2003 Allyn & Bacon
Chapter 10
Teaching Culturally and Linguistically Diverse Students
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copyright (c) 2003 Allyn & Bacon
Diversity in Classroom and Schools
Understanding U.S. Macroculture (Banks & Banks, 1995)
– Equality of opportunities for individuals in society– Individualism– Social mobility through individual effort and hard
work– Individualistic attitudes toward values and behaviors– Belief in nation’s superiority– Orientation towards materialism
copyright (c) 2003 Allyn & Bacon
Things to Consider about Cultural Characteristics (Diaz-Rico & Weed, 1995)
Time Space Dress and Food
Rituals and Ceremonies
Work Leisure Gender Roles
Status
Goals Education Interaction Communication
copyright (c) 2003 Allyn & Bacon
Crossing Cultural Boundaries
Autonomous minorities
Immigrant or voluntary minorities
Castelike or involuntary minorities– Cultural inversion– Collective identity
copyright (c) 2003 Allyn & Bacon
Multicultural Education
Content integration Knowledge construction Equity pedagogy Empowering school
culture
copyright (c) 2003 Allyn & Bacon
Things to be Considered (Banks, 1981, 1997)
School policy and attitudes
School staff School culture Formalized curriculum Assessment and
Teaching procedures Instructional materials
Learning styles for the school
Teaching styles and strategies
Language and dialects of the school
Counseling program Community participation
and input
copyright (c) 2003 Allyn & Bacon
Multicultural Curricula
Contributions Approach Additive Approach Transformation Approach Social Action Approach Second Language Acquisition
copyright (c) 2003 Allyn & Bacon
Strategies for Comprehensible Linguistic Input
Selecting a topic of conversation familiar to students
Creating a context for what is being discussed Using simpler sentence construction Repeating important phrases Incorporating students’ first language into
lesson Emphasizing key words
copyright (c) 2003 Allyn & Bacon
Bilingualism
Pearl & Lambert (1962)– Greater cognitive flexibility– Ability to think more
abstractly– Greater ability in concept
formation
copyright (c) 2003 Allyn & Bacon
Characteristics of Effective Teachers
Have high expectations of students Believe teaching is a way to give back to the
community to which they belong Communicate clearly and plan carefully Integrate students’ culture into activities Use strategies Structure opportunities for students to use
English
copyright (c) 2003 Allyn & Bacon
Sheltered English Instruction
Increase wait time
Respond to message, not correctness of grammar
Don’t force reluctant students to speak
Use manipulatives and modeling
Make use of all senses
Pair or group native speakers together
Don’t “water down” materials
Simplify language
copyright (c) 2003 Allyn & Bacon
Promoting Language Learning during Content Instruction
Low-Beginning
Mid-Beginning
High-Beginning to Low-Intermediate
Mid-Intermediate
High-Intermediate to Low-Advanced
Mid-Advanced
High-Advanced