Face-to-Face Session

Rethinking Equity of Teaching English Language Learners (RETELL)Session 3: Cultural and Social Aspects of Teaching in the Sheltered English Immersion (SEI) Classroom and SchoolFace-to-Face Session

Session Introduction

Massachusetts Department of Elementary and Secondary Education

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MODULE A: ELLs: Their World and Second Language Acquisition Process in the SEI Classroom

(Sessions 1—4)

1: Examining Data & Policies Relevant to

ELLs

2: Diversity within ELL

Populations (ONLINE 3 HOURS)

3: Cultural & Social Aspects of Teaching in the SEI Classroom

4. Second Language

Acquisition in the SEI Classroom

MODULE B: Academic Language and Literacy Development in the SEI Classroom (Sessions 5—16)

5. Sheltering Content (ONLINE 3 HOURS)

6: Vocabulary for ELLs I

7: Vocabulary for ELLs II

8. Vocabulary for ELLs III (ONLINE 2 HOURS)

9: Reading for ELLs I

10: Reading for ELLs II

11: Reading for ELLs III (ONLINE 2 HOURS)

12: Writing for ELLs I

13: Writing for ELLs II

14. Writing for ELLs III (ONLINE 2 HOURS)

15. Large-Scale Assessment for ELLs; Capstone Lesson Presentations

16. Capstone Lesson Presentations; Course Evaluation

SEI Teacher Endorsement Course Map

Agenda Session Introduction (5 min) Introduction to Culture (30 min) Misconceptions about Culture (45 min) Break (10 min) Misconceptions about Culture – cont’d. (25

min) Understanding Culture (60 min) Assignments & Preparing for Upcoming

Session (5 min)


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Objectives Compare and contrast the cultural viewpoints of families,

how ELLs cope with the often-contrasting cultures of home and school, and how this may impact teaching and learning

Explain how ELL home, family, community, linguistic, and cultural practices may support academic literacy practices in the U.S.

Explain the importance of outreach to ELL families, and understand strategies for communication that are linguistically and culturally relevant

Describe how to deliver appropriate support services and instruction to particular ELL populations (e.g., immigrants and refugees)

Describe and apply knowledge of social and cultural student variables to vignettes of ELLs at the grade level to discuss impact on language acquisition and learning

Apply awareness of cultural assumptions to analyze implications in teaching

Apply knowledge of attitudes, practices, and strategies for creating a culturally inclusive and welcoming classroom environment.


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Introduction to Culture


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2008 ~ Drawn by a newcomer when asked to draw a picture of his home.


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What Does This Picture Tell Us? What can you

tell about the student?

What elements of his culture and community are represented? How do we know?

Where might this student have come from? What about the picture tells us this?

Activity: Quick Write (1 minute)

What is your definition of culture?

What comes to mind when you hear the word “culture”?

Write your own definition in your manual.


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Familiarity with Aspects of Culture

A Visual Representation of Culture


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Source: Cross-culture. http://www.cross-culture.de/intercultural_coaching.htm

Revisiting: Familiarity with Aspects of Culture

Analyze your results from the slide “Familiarity with Aspects of Culture.”

What areas were you most/least knowledgeable about?

In relation to the cultural iceberg, where did most of elements fall?


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Noel’s Developing Multicultural Educators defines culture as: …a way of seeing, perceiving and believing.

Although earlier definitions focused more on artifacts and customs, items and activities that can be physically observed, current conceptions of culture look at the under-lying beliefs and perceptions that give rise to those manifestations of culture. This way of looking at culture moves the focus away from the surface, outward aspects of culture and points our attention to the deep structure of culture, to people’s beliefs and understandings of the world.”


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Source: Noel, J. (2008). Developing Multicultural Educators. Long Grove, Illinois: Waveland Press, Inc. 2nd edition.

Definition of Culture

Misconceptions About Culture

Small Group Activity: Exploring People’s Viewpoints

1 List 5 misconceptions (myths, stereotypes) people have about teachers.

ex: Teachers are all done with work at 3:00 pm.

2 Compare misconceptions with another small group.

3 Organize the misconceptions into categories.

4 Discuss why these misconceptions exist.


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Jigsaw Reading: Misconceptions about Teaching ELLsYou will be assigned a group and given instructions for this jigsaw reading activity based on required reading for this session: Harper, C., de Jong, E. (2004) Misconceptions

about teaching English-language learners. Journal of Adolescent & Adult Literacy; Oct 2004; 48, 2; Children's Module pg. 152 – 160.

You will also describe why teaching ELLs is “More than just Good Teaching.”


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Break (10 minutes)

Jigsaw Reading: Misconceptions about Teaching ELLs (Continued)Jigsaw reading activity based on a required reading for this session: Harper, C., de Jong, E. (2004) Misconceptions

about teaching English-language learners. Journal of Adolescent & Adult Literacy; Oct 2004; 48, 2; Children's Module pg. 152 – 160


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Understanding Cultural Viewpoints

Role Play: Understanding Cultural Viewpoints

Complete Cultural Viewpoints Worksheets #6 (part 1) and #7 (part 2) independently.

Find a peer and then select which worksheet you will represent. Then, compare and contrast your responses with the response of your peer. (different grouping).

What similarities/differences did you notice? What did you find most interesting about your responses?

How has your definition of culture been confirmed, further developed, or clarified?


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Role Play: Understanding Cultural Viewpoints

Different Culture Based Expectations: Challenging Cultural Assumptions About Parental Involvement “ I feel so bad for these kids whose parents do not come to parent teacher conferences. I’ve never seen any at any open house either. I don’t think they really try to help the kids with school. I wonder, maybe in their culture, education isn’t important”

Third-grade teacher


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Source: Trumbull, E. and Pacheco, M.(2005).The Teacher’s Guide to Diversity: Building A Knowledge Base, Volume I, p. 126.

Small Group Discussion: Different Culture-Based Expectations

Think about the assigned reading Different Culture-Based Expectations: What are some of the possible reasons why the parents

may not have participated in their child’s schooling? What additional reasons do you know or can think about?

What question might the teacher ask herself or others to gain insight into parents’ beliefs regarding their participation in school?

In what way might the parents be participating in their child’s education without the teacher’s knowledge?

How did the assigned reading and this small group discussion provide you with new insights/understandings or how did they reaffirm what you knew?


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Source: Trumbull, E. and Pacheco, M.(2005).The Teacher’s Guide to Diversity: Building A Knowledge Base, Volume I, p. 126 .

Exit Ticket: Reflection Think about some of the strategies we modeled

in today’s session: Visual scaffolding Small group and partners Reporting back Exit Ticket

Select and circle one. Why would you use it or why do you use it in your class with ELLs?

How has your definition of culture been renewed? What new ideas do you have for creating a

culturally inclusive, welcoming classroom environment and reaching out to families of ELLs?


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Assignments & Preparing for Upcoming Session


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Assignments due by Session 4

Journal Entry on Moodle: Write a short summary of how ELLs cope

with the often-contrasting cultures of home and school. Feel free to make connections with your experience with students from diverse backgrounds.


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Preparing for Session 4

What to expect in Session 4: Second Language Acquisition Theories Factors Affecting Second Language

Acquisition

Come to class having read the following required readings: Peregoy, S. and O. Boyle. 2008. Chapter 2 from Reading,

writing and learning in ESL: A resource book for teaching K-12 English learners, 5th ed. Boston, MA: Pearson.

Trumbull, E., and M. Pacheco. 2005. The Teacher's Guide to Diversity: Building a Knowledge Base. Volume II: Language, 60-63, 65-68, 74. Providence, RI: Brown University. Retrieved from http://www.alliance.brown.edu/pubs/teach_guide_diversity/.

Face-to-Face Session

Documents

Transcript of Face-to-Face Session