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Challenging Assumptions: Culturally & Linguistically Responsive Instruction
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Transcript of Challenging Assumptions: Culturally & Linguistically Responsive Instruction
Challenging Assumptions Culturally Responsive Instruction
for Diverse Learners
Dr. Catherine Collierwww.crosscultured.com
HS Completion Rates 2006-2012
Completion four years after enrollment0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%White 06
White 12
Black 06
Black 12
Hispanic 06
Hispanic 12
AmerIndian 06
AmerIndian 12
© 2015 Dr. Catherine CollierAll Rights Reserved
Percent Scoring Proficient on State Math & Language Arts Assessments
California Texas Florida Washington Oregon0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Migrant Students
All Students
Low-Income Students
Behavior Suspensions in Preschool 2011-2012
Black NonBlack0
10
20
30
40
50
60
70
80
90
Enrollment
Suspensions
© 2015 Dr. Catherine CollierAll Rights Reserved
2014 Teachers in US Schools
White NonWhite Female NonFemale0
10
20
30
40
50
60
70
80
90
100
© 2015 Dr. Catherine CollierAll Rights Reserved
© 2015 Dr. Catherine CollierAll Rights Reserved
LD EBD AS
5.80%2.50%
.6%
12.90%
4.40%.10%
NonELL ELL
Disproportionality WA
Disproportionality ASD
Am Ind/AK Nat
Asian Black Hispanic Nat HI/Pac Isl Two or more White0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
District Enrollment LD Autism
Definitions
The concept of things that particular people use as models of perceiving, relating, and interpreting their environment.
Difficulty in perceiving and manipulating patterns in the environment, whether patterns of sounds, symbols, numbers, or behaviors.
The process by which individuals perceive, relate to, and interpret their environment.
Culture CognitionLearning Disability
© 2015 Dr. Catherine CollierAll Rights Reserved
© 2015 Dr. Catherine CollierAll Rights Reserved
What we know
We need to know more than what works…..
We need to know what works with WHOM
The role of culture
Educators have become increasingly aware in recent years of the central role that culture plays in learning and teaching.
Teachers and children bring to the classroom values about education, work habits, interaction norms, and ways of knowing that were learned in the home and community.
© 2015 Dr. Catherine CollierAll Rights Reserved
Culture and teaching
Neither teachers nor children leave their cultures at the classroom door. It is, therefore, imperative that teachers gain greater awareness of how their culture affects their teaching behaviors, and how the intersection of diverse cultures can impact classroom dynamics and outcomes.
© 2015 Dr. Catherine CollierAll Rights Reserved
A definition of culture
Culture is what people know, what they do, and what they make and use. Everything we do is influenced by our culture. Culture pervades our ways of thinking, behaving, and believing. How we spend our time, where we work, who we visit, and what we do for fun are all affected by culture.
© 2015 Dr. Catherine CollierAll Rights Reserved
Culture is always both (1) explicit–that which people can describe, such as foods, festivals, dress and (2) implicit or tacit - that which people know and do unconsciously and would have trouble describing.
© 2015 Dr. Catherine CollierAll Rights Reserved
Explicit culture
Explicit culture is easier to see and talk about. People can describe what kinds of food they cook, their holidays, their dances, their religion, their kinship relations, and the cultural rules for appropriate behavior among kinsfolk. Tacit cultural knowledge, which remains hidden, is harder to uncover.
© 2015 Dr. Catherine CollierAll Rights Reserved
Tacit cultural knowledge
Our culture has a large body of shared knowledge that people learn and use. Although tacit cultural knowledge is hidden from view, it is of fundamental importance because we all use it constantly to generate behavior and interpret our own and others’ experience.
© 2015 Dr. Catherine CollierAll Rights Reserved
Culture is the human form of adaptation to the environment.
People all around the world have developed customary tasks, activities and tools that enable them to utilize the available resources.
© 2015 Dr. Catherine CollierAll Rights Reserved
Culture is Diverse
Cultural diversity is the result of differences in environments, historical symbolism in human life. People in all societies pattern of facing change and the importance of face similar challenges but have many different cultural solutions to the types of problems.
© 2015 Dr. Catherine CollierAll Rights Reserved
Culture is Dynamic
Cultures are constantly changing through inventions, improvement and borrowing from other societies.
For example, all of these processes have influenced the development of various means of economic exchange. Many different forms of money function in a wider range of cultural environments.
© 2015 Dr. Catherine CollierAll Rights Reserved
Culture is Symbolic
People live in a world of symbols. A symbol is any object or action to which meaning is attached. Members in a society share those symbols which may have a profound impact on behavior.
The meaning and importance of one’s society symbols may not be obvious to members of other groups.
© 2015 Dr. Catherine CollierAll Rights Reserved
Members of the dominant culture (‘Anglos’ in the United States, for example), often believe that they do not have a “culture.” Culture is considered something that belongs to members of minority cultural groups and people of other countries.
© 2015 Dr. Catherine CollierAll Rights Reserved
Reading
Reading is based on symbols and symbolic relationships between sounds, symbols, meaning, and understanding.
Reading is an example of a cultural activity.
Reading depends on many cultural artifacts.
© 2015 Dr. Catherine CollierAll Rights Reserved
Know yourself, know your students Know your culture, the
culture you bring to teaching
Understand how your culture fits into the culture of the larger society
Be aware of the culture of the school and how this impacts your CLD students
Be aware of the context you create in your classroom
© 2015 Dr. Catherine CollierAll Rights Reserved
Know Your Students
Know the individual’s qualities, interests, aspirations, and areas for growth
Know the sociocultural contexts the student brings to learning, and how s/he reacts to the instructional contexts of the school and your classroom
© 2015 Dr. Catherine CollierAll Rights Reserved
Know your students
Effective teaching involves activating the conceptual frameworks that children already have and building on them to expand the children’s knowledge and introduce new concepts.
© 2015 Dr. Catherine CollierAll Rights Reserved
Reflective teaching
Good teaching involves an ongoing process of self-reflection, including critical examination of your culture (ethnic, class, regional, religious, national), your assumptions about your students, and your role as a teacher.
© 2015 Dr. Catherine CollierAll Rights Reserved
Self-reflection helps you to:
Be aware of the assumptions made about the knowledge and experience by you, your students, and the mandated curriculum you are implementing;
Be clear about the cultural values being transmitted through you via the curriculum and your pedagogical practices; and
Be cognizant of your impact as a human being on the development of the children or youths in your care.
© 2015 Dr. Catherine CollierAll Rights Reserved
Reminder
All students do not share the experiences and background knowledge that teachers, textbooks, and curriculum standards may assume.
Children from culturally and linguistically different backgrounds have different experiences and knowledge than mainstream teachers and children.
© 2015 Dr. Catherine CollierAll Rights Reserved
Become aware of the contexts shaping CLD student learningKnowing your students involves becoming familiar with the sociocultural contexts that help shape students’ ways of learning. It also involves understanding the dynamic relationship between group culture and individual difference. Individualizing curriculum and instruction for CLD students is a critical component of the adaptation process.
© 2015 Dr. Catherine CollierAll Rights Reserved
Be aware of cultural productions
Sometimes it is easier to understand students in terms of group attributes.
But individuals are constantly negotiating their identity and their culture within their peer groups and their community culture is not static.
© 2015 Dr. Catherine CollierAll Rights Reserved
Cultural productions
Individuals create their own cultural norms that often challenge the status quo. At the same time, there are pressures on the individual to conform to the culture, both to the minority group culture and to the dominant mainstream culture.
© 2015 Dr. Catherine CollierAll Rights Reserved
Cultural productions
School personnel need to change their perceptions of culture, from something that is shared by all students from the same ethnic or historical background to something that is actively constructed by the individual in a given social setting.
© 2015 Dr. Catherine CollierAll Rights Reserved
What can teachers do about cultural productions?
1. Get to know each student as an individual;
2. Understand why the student accepts and rejects the various aspects of the school’s culture that he or she does;
3. Work with her students to transform those aspects to the social and academic setting that she believes are hindering their successful growth and development; and
4. Help students learn to question and explore their own reasons for resisting and conforming in the ways that they do.
© 2015 Dr. Catherine CollierAll Rights Reserved
Krashen’s Critical Elements for Language Acquisition
1. Provide Comprehensible Input in Target Language
2. Lower the Affective Filter
3. Maintain Subject Matter Education
4. Maintain and Develop Student’s Base Language
© 2015 Dr. Catherine CollierAll Rights Reserved
Growth in Native Born LEP
40%
40%
20%
First Generation Second Generation Third + Generation
© 2015 Dr. Catherine CollierAll Rights Reserved
The Deadly Plateau
Texts are frequently at i + 10, not i + 1
Growth in reading and academic achievement levels off
Motivation decreases
© 2015 Dr. Catherine CollierAll Rights Reserved
LD Behaviors SLA Behaviors
Difficulty following directions Difficulty following directions in English
Difficulty with phonological awareness
Difficulty distinguishing between unfamiliar sounds
Slow to learn sound/symbol Confusion with sound/symbol correspondence in English
Difficulty remembering sight words
Difficulty remembering sight words when unfamiliar with meaning
Difficulty retelling a story in sequence
May understand more than can say in English
So what can teachers do about language transition?
Simplify language of instruction Utilize frequent comprehension checks Allow for collaborative learning and discussion
in primary language when appropriate Break lessons/information into smaller chunks Provide hands-on activities and concrete
examples Use visual aides/physical clues Provide outlines and graphic organizers to
stress important concepts and facilitate note- taking
Proximity seating w/limited distractions Provide specific and immediate feedback Provide page numbers for answer locations Permit the use of bilingual dictionaries or
electronic translating device Provide simplified study guides w/answers in
advance of unit or lesson Utilize resources in the student’s first
language
© 2015 Dr. Catherine CollierAll Rights Reserved
More Instructional Accommodations Allow student to edit or revise after re-
teaching when appropriate Provide a daily or weekly syllabus of class
and homework assignments Give alternate homework or class
assignments suitable for the student’s linguistic ability
Extend time for assignment completion when necessary
Allow student an opportunity to give oral responses to be recorded by teacher or aide
Utilize alternate reading assignments/materials at the student’s reading level
Orient student to expectations through models and rubrics
Substitute a hands-on activity or use of different media for written activity
Shorten length, not content, of assignment Permit the use of bilingual dictionaries or
electronic translating device
© 2015 Dr. Catherine CollierAll Rights Reserved
Acculturation
Heightened Anxiety
Inattention
Confusion in Locus of Control
Withdrawal
Silence/unresponsiveness
Response Fatigue
Code-switching
Distractibility
Resistance to Change
Disorientation
Stress Related Behaviors
© 2015 Dr. Catherine CollierAll Rights Reserved
The Intensity of Culture Shock is Cyclical
AnticipationPhase
SpectatorPhase
IncreasingParticipationPhase
ShockPhase
AdaptationPhase
AnticipationPhase
SpectatorPhase
IncreasingParticipationPhase
ShockPhase
AdaptationPhase
Highly Engaged Level
ModeratelyEngagedLevel
Normal Intensity of Emotions
ModeratelyDepressedLevel
Greatly Depressed Level
© 2015 Dr. Catherine CollierAll Rights Reserved
A cultural incident occurs
Causing a reaction
Which causes a withdrawal
• Elicits some type of emotion
• Anxiety• Anger• Fear• Irritation
• From new culture & language
• To familiar community
• Is unexpected
• Has a different meaning
• Is offensive
© 2015 Dr. Catherine CollierAll Rights Reserved
Culture Shock Cycle
Voluntary minorities such as Chinese immigrants to America generally consider education to be an important route to succeeding in society and are less concerned with prejudice and discrimination, as opposed to involuntary minorities such as African Americans and Native Americans.
© 2015 Dr. Catherine CollierAll Rights Reserved
Cycle of Acculturation
Of even more serious long-term impact upon an individual is Deculturation or Marginalization. Deculturation is the loss of connection to the traditional, home or heritage culture and language while not making the transition to the new culture or language.
© 2015 Dr. Catherine CollierAll Rights Reserved
What students need Friends to be
patient and persevering with them
Friends not to take offense at what they say or do
Friends to include them despite their odd behavior
Time from their teachers
Help to learn specific cultural knowledge
Patience from their teachers rather than referring them to special services for their culture shock behavior
© 2015 Dr. Catherine CollierAll Rights Reserved
Person becomes aware of their reaction
• Thinks through why they reacted as they did
• Recognizes that not everyone acts like me
A cultural incident occurs
Causing a reaction
And reflects on the cause so that the reaction subsides
• Thinks through why the other acts the way he/she does
Person observes the situation
Person develops appropriate cultural expectations
© 2015 Dr. Catherine CollierAll Rights Reserved
• Learns to see in a different culture light
• Learns to live with something that may not be morally okay with them
Is PS/RTI the answer to disproportionate representation of ELL?
Only if approaches are culturally and linguistically responsive and address both system and student issues.
© 2015 Dr. Catherine CollierAll Rights Reserved
5 Things that Work in PS/RTI for ELL
1. Adequate Professional Knowledge
2. Effective Instruction
3. Valid Assessments & Interventions
4. Collaboration Between District Departments
5. Clear Policies
© 2015 Dr. Catherine CollierAll Rights Reserved
Assessment Accommodations Provide a word bank for fill-in-the blank or
labeling items Allow student opportunity to have test read
aloud by teacher or aide in either regular or ESL class
Allow fact or formula note cards for exams Allow for small group administration of
assessments Re-write test items at a lower reading level Reduce the number of choices on
tests/quizzes Accept correct answers in alternate form
(drawing, misspelled, lists, graphic organizer, etc.)
Limit matching questions to 5 – 10 items per section
Allow extended time if needed Allow student an opportunity to give oral
responses to be recorded by teacher or aide Require reduced sentence or paragraph
length in open ended responses and compositions
Allow students to re-do or correct work when appropriate (may be for partial credit)
Permit the use of bilingual dictionaries or electronic translating device© 2015 Dr. Catherine Collier
All Rights Reserved
Contact Information
Catherine Collier, Ph.D.@AskDrCollier [email protected] www.crosscultured.com www.facebook.com/AskDrCollier
© 2015 Dr. Catherine CollierAll Rights Reserved
Thank you! Come visit us atwww.crosscultured.com
Over 45 years experience. Research on impact of
acculturation on referral & placement of CLD students.
Research on effectiveness of specific cognitive learning strategies for diverse learners.
Classroom teacher, diagnostician, faculty, administrator.
Social justice advocate, author & teacher educator.
© 2015 Dr. Catherine CollierAll Rights Reserved