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MOTIVATION and CULTURE

Reem Barada

Motivation & Culture

Problem Statement: There exists a well-defined problem motivating diverse learners(Cartledge & Kourea, 2008).

Motivation is culturally infused & embedded within each individual(Ginsberg, 2005).


LITERATURE REVIEWPublic education is faced with the needs of

meeting the educational needs of the diverse learner (DeAngelo & Dixey, 2001)

cultural dissonance exists between home and school in which educators can bridge that discontinuity (Cartledge & Kourea, 2008)

educators lack awareness of relevant cultural pedagogy or can expound on life experiences of their learners (Athanases 2012)


LITERATURE REVIEW it is evident that lack of responsive

practices grossly inhibit the effective use of research based culturally responsive practices (Taylor, 2010)

Diversity is complex and involves academic ability, multiple intelligences, learning styles, attitudes, motivation, socioeconomic status, gender and developmental readiness (Faitar, 2011)


LITERATURE REVIEWdiverse students do not participate and

participation is essential to learning (Vandrick, 2000)

key factors that affect participation: a) the medium of instruction is English and

English is not the primary language b) cultures have different values for

educational traditions c) gender differences-due to cultural traditions

females may not feel free to openly speakd) socio-economic differences- cultural traditions

dictate class placement (Vandrick 2000)


LITERATURE REVIEWIn most cultures, males & females have

different roles in open participation such as balancing the dominance in interpersonal relationships, amount of talk time and who dominates a conversation (Johnson & Chang, 2012)

In many cultures, men are more likely to be considered the most intelligent, sober and competent (Johnson & Chang, 2012)


LITERATURE REVIEW connections & networking provide practice

on social norms of reciprocity & trustworthiness provide helpful resources & support for transitioning & promotes a sense of community (Kuntz, 2005)

instructional opportunities should lead to making vital connections with established members of the community in order to develop confidence, increase awareness, knowledge and trust as a means of reducing social isolation (Apedaile & Whitelaw, 2012)


How can an educator uncover the means to support and elicit a natural desire to learn without reducing the learner’s humanity or disrespect cultural traditions?

If current immigration trends continue, the United States population will increase by 142 million individuals by the year 2050, 82% of that amount will be due to immigration (Passel & Cohn, 2008)


Solution:

I. Pre-ConferenceA. Initial Interviews

1. gather information on past experiences, culture and customs

2. assess language proficiency3. assess level of technology

skills4. garner their expectations for

the class


II. Culturally Responsive Learning EnvironmentA. Establishing Inclusion

1. small groups 2. sharing and exchanging3. forming relationships

a. making introductionsb. understanding how to work collaborativelyc. cooperative learning

communities


B. Developing Attitude1. Learners set personal

goals2. New interest areas

a. Clearly defining goalsb. Problem solvingc. Expressing outcomes


C. Enhancing Meaning1. Challenging opportunities2. Thoughtful learning

experiences3. Learner’s perspectives and

values a. Critical questioningb. Posing questionsc. Making decisions


D. Engendering Competence1. Self reflection

2. Feedback3. Demonstrating learning4. Authentic assessments


Next StepsWhat needs to go on in our schools is not

a discussion about change, but a revolution!

A change in a vacuum is very much useless and will be greatly ineffective

Innovative pedagogies require collaboration and risk taking.

Starting with ourselves we must cross the boundaries of what we know into what we need to know.

References

Apedaile, S. & Whitelaw, C. (2012). Roots and connections: A culturally integrated approach to EAL (English as an additional language) instruction. TESL Canada. 30 (1), 127-138.

Athanases, S. (2012). Maintaining high challenge and high support for diverse students. Leadership. 42(1), 18-22.

DeAngelo, A., & Dixey, B. (2001). Using multicultural resources for teachers to combat racial prejudice in the classroom. Early Childhood Education Journal. 29(2), 83-87.

Cartledge, G., & Kourea, L. (2008). Culturally responsive classrooms for culturally diverse students with and at risk for disabilities. Exceptional Children, 74(3), 351-371.

Ginsberg, M. (2005). Cultural diversity, motivation and differentiation. Theory Into Practice. 44(3). 218-225.

Ginsberg, M.B. & Wlodkowski, R. J. (2009). Diversity & motivation: Culturally responsive teaching in college. San Francisco, CA: Jossey-Bass.

Faitar, G. (2011). Building culturally responsive classrooms. International Journal of Educational Policies, 5(1), 5-14. In Johnson, M. & Chang, D. (2012). Balancing act: Addressing culture and gender in ESL classrooms. Journal of Adult Education. 11 (1), 19-26.

Hillman, S. K. (2011). Ma sha allah! Creating community through humor practices in a diverse Arabic language flagship classroom. ProQuest PhD Dissertation. Michigan State University.

Iyer, R & Reese, M. (2013). Ensuring student success: Establishing a community of practice for culturally and linguistically diverse pre- service teachers. Australian Journal of Teacher Education. 38 (3), 28-40.

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