ASSESSMENTESOL Praxis

Session IV

SESSION 4Cultural and Professional Aspects

CULTURAL UNDERSTANDING

Relationships between language and culture Customs: Play an important part in language

learning because they directly affect interpersonal exchanges. What is polite in one culture might be offensive in another.

Beliefs and Institutions: Has a strong emotional influence on ELLs and should always be respected. While customs should be adaptable, like switching registers, no effort should be made to change the beliefs or the institutional values of an ELL. Differences should be addressed respectfully. Studying the history and various art forms of a culture

reveals much about them and offers opportunities to tap into knowledge.

CULTURAL VARIABLES

Individual vs. Collective: Being aware of our own teaching style and preferences so we can provide a wide variety of activities in different modes so all cultures have opportunity to experience education in familiar ways. Some cultures respond differently to cooperation

and competition The respect of an ‘authority’ figure. Gradually introduce students to a wider array of

learning experiences

NEW IMMIGRANTS SHARE THEIR STORIES

1st video on Wiki

CULTURAL VARIABLES

High Context vs. Low Context in Language: A culture’s tendency to use high-context messages over low-context messages in daily communication.

High Context: prefer in-groups which leave many things unsaid because they are culturally implicit. Words and word choices are extremely important as a complex message can be communicated with few words to insiders. (French Canadian, French, Russian, Italian, Spanish, Greek, Arab, Chinese, Japanese)

Low Context: needs to be more explicit when communicating, and individual word choice is less important (German, American, English, Australian, English Canadian)

CULTURAL VARIABLES

Nonverbal Behaviors: Cultures have different nonverbal behaviors Nodding means “yes” in English, “no” in Greek Differences should be explained and respected

TEACHING AND LEARNING STYLES

Cooperative group work: Based on the premise that many cultures are more comfortable working in collaborative groups. Even though this is true, some students may feel that the teacher is the only academic authority and should answer questions rather than peers.

Include culturally sensitive learning materials and text.

The key to any reading program is extensive reading Avoid materials that distort or omit certain historical

events, portray stereotypes, contain loaded words, use culturally offensive speech, portray gender roles, elders, and family inaccurately

CULTURALLY RESPONSIVE TEACHING AND LEARNING

2nd video on Wiki

TEACHING AND LEARNING STYLES

Show and Tell: A good strategy for raising multicultural sensitivity. Misunderstandings can be worked into discussion by asking to share an incident that lead to cultural misunderstandings.

Visual/holistic vs. Verbal/linear-sequential: Some students learn best through seeing information (text, charts, pictures) and others prefer to hear the spoken message. Still others learn through tactile experiences. Holistic-analytical learner: processes information as

whole or broken down into pieces. Verbal-imager tends to represent information either as

words or images

DIVERSITY IN THE CLASSROOM

3rd video on Wiki

CULTURALLY INCLUSIVE CLASSROOM

Achieved only by those who study the cultures of their students. Ideas to create a culturally inclusive classroom as follows Textbooks- observe the roles of males, females, people of color, and

ethnic minorities Analyze the nonverbal communication you use and focus on teaching

students what you mean Communicate respect and interest in students and their cultures Classroom sends a positive, welcoming message Encourage home/school interaction. Attend cultural celebrations in your

students’ communities Assess content and not only language ability Avoid using students as translators for their parents. Understand the cultural conflict between the dominant school culture

and the minority home culture

FACTORS INFLUENCING LANGUAGE

Social Factors: gender, social status, age, occupation, and educational level have impact on language acquisition. How learners perceive themselves and what opportunities available to them influence their attitudes toward education.

Previous Schooling: children who have not had the opportunity for schooling ma feel that they are too old for the elementary education they need and are struggling to obtain. Many immigrant children are highly motivated and struggle silently to obtain the education they need.

LEGAL AND ETHICAL ISSUES

Lau vs. Nichols: Cannot discriminate based on language and must provide appropriate educational accommodations to non-English speakers

Castaneda vs. Pickard: 1978 Texas segregation of ELL’s only permissible when the benefits of remedying language barriers outweigh the adverse affects of segregation

Title VI Civil Rights Act, 1964: No person because of race, color or national origin shall be excluded from participation or denied benefits, or otherwise subject to discrimination if program receives federal funds.

LEGAL AND ETHICAL ISSUES Title VI: Prohibits denial of equal access because of

limited English proficiency. Specifically prohibits programs that don’t teach English as soon as possible, Dead End track programs. Requires parents receive information in a language they can understand, prohibits SpEd classification based solely on inability to speak English.

Equal Education Opportunities of 1974: Requires schools to design language programs to climate language barriers in schools.

Plyler vs. Doe: 14th amendment prohibits states from denying a free public education to undocumented children. Prohibits schools from requesting documentation of legal status (K-12)

THE DREAM ACT

4th video on Wiki

EFFECTS OF REGULATIONS

Programs are designed based on regulations set forth by state and local governments. The following have been identified as promoting high standards for ELLs: Learning is facilitated through cooperative,

productive efforts of the teacher and the students. Language and literacy should be developed

throughout all instructional activities. Content is contextualized using the skills and

experiences of home and community. Students are challenged cognitively. Students need to be engaged in warm, instructional

conversation when working on activities.

ROLE OF THE ESL TEACHER• Advocating for Students: • Explore options to participate in school band,

science club, match club, sports teams, etc.• Encourage families to make full use of public

resources like the public library. Programs provided after school for families as well.

• Local establishments like the YMCA, parks, museums to help families enjoy recreational facilities.

NEEDS OF ENGLISH LANGUAGE LEARNERS

Inhibition: Students may be inhibited about trying to say things in their target language. They might worry about what others think of their speech. They might be afraid of making mistakes or shy about speaking in front of others.

Attitudes: Typically evolve from internalized feelings about oneself and one’s ability to learn a language. If people experience discrimination because of accents or cultural status, their attitude toward the value of second language acquisition may change.

Anxiety: Less able to express individuality, which makes expression of a new language even more threatening and uncomfortable.

NEEDS OF ENGLISH LANGUAGE LEARNERS Self-Esteem: All learners can experience stress if

forced to go beyond their comfort level. Using techniques that decrease stress and emphasize group participation rather than getting the ‘right answer’, reducing anxiety.

Teachers’ Expectations: Expectations regarding learning goals should be high for all students. Expectations for behavior should be clearly stated and posted.

Classroom Culture: Teacher is responsible for establishing an effective classroom community in which all kids feel safe. Provide demonstrations and scaffolding as needed, but all kids encouraged to make guesses and take risks.

STRATEGIES FOR COLLABORATION Plan meetings at hours when parents can attend. Maintain a friendly main office with translation

services. Invite parents to help out in the classroom. Call parents or send home hand-written notes in

first language with good news about children Encourage parent-to-parent communication and

hotlines Provide school materials in native language Provide handouts of parents’ rights Create a classroom newsletter for parents

PLANNING FOR TRANSITIONS

Transferring poses some concernsHigh school offers less school support to individual studentsStudents experience lower gradesSchool attendance suffersAcademic motivation dropsMental health problems such as substance abuse, depression

Helping with transitionsVisit the new campusMeet the freshman principal, counselor, former studentsHolding a question/answer session for incoming studentsRegistering

FEEDBACK OF PARENTS/CAREGIVERS

Advisory Committees Autism Advisory Committee (AAC) Citizens’ Advisory Committee for Special

Education (CACSE) District English Language Advisory Committee

(DELAC) GATE Parent Advisory Committee (GAC) Migrant Education Parent Advisory Committee Parent Education/Involvement Task Force Parent Teacher Association School English Learners Advisory Committee

(SELAC)

PROFESSIONAL DEVELOPMENT

Organizations and Publications Relevant to ESL

TESOL (Teachers of English Speakers of Other Languages

Bilingual Association of Florida (CAL) Center for Applied Linguistics (OELA) U.S. Department of Education’s

Office of English Language Acquisition Language Enhancement, and Academic Achievement for Limited Proficient Students