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July 17, 2019

Creating an Environment Respectful of Cultural, Linguistic Diversity While Increasing Student Engagement. Ernest L. Hickman, Jr. July 17, 2019. What is Culture?. What is Culture?. ✤ Defined as the customs, arts, social institutions, and achievements of a particular

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July 17, 2019

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  1. Creating an Environment Respectful of Cultural, Linguistic Diversity While Increasing Student Engagement. Ernest L. Hickman, Jr. July 17, 2019

  2. What is Culture?

  3. What is Culture? ✤ Defined as the customs, arts, social institutions, and achievements of a particular nation, people, or other social group.

  4. What is Culture? ✤ Attitudes. ✤ Beliefe system. ✤ How we define who we are. ✤ A set of educational presumptions. ✤ How we relate to others.

  5. Does culture influence our students performance in the classroom? ✤ Culture influences and forms the way in which we learn. ✤ Culture impacts the essential features of the classroom. ✤ Between 2000-2015 the number of white students in elementary and secondary schools decreased from 61- 49 percent (National Center for Educational Statistics). ✤ African-American student population also dwindled to 15 percent, down from 17 percent.

  6. Demographically, we are changing. ✤ Increase in Hispanic enrollment (26 percent, up from 16 percent). ✤ Asian/Pacific Islander (4 to 5 percent). ✤ Of those enrolled between 2008-2015, students of two or more races rose from 1 to 3 percent. ✤ Students from historically under represented racial or ethnic groups rose from 22 percent in 1972 to 43 percent in 2006.

  7. Cultural Competence ✤ The ability to understand, communicate with and effectively interact with people across cultures. ✤ The ability to learn from and respectfully relate to other cultural backgrounds, heritages, and traditions. ✤ Being aware (acknowledging) of one’s own world view and developing positive attitudes towards cultural differences of others. ✤ Gaining knowledge of different cultural practices and world views.

  8. What can I do? ✤ Actively learn about your students’ cultures and communities. ✤ Understand that culture has a role in education. ✤ Be aware of the beliefs and values of various cultures, regardless if those cultures are in your classroom. ✤ Expand upon your awareness of the issues facing diverse students, their families and their communities.

  9. Activity- Answer the following questions to help develop your cultural responsiveness. ✤ What are my thoughts about racially and culturally diverse groups? ✤ What shaped my perspectives of individuals from groups different from my own? ✤ Do I believe my values and attitudes are superior to those of other groups? ✤ What types of interactions do I have with individuals from cultural groups that are different from my own?

  10. The Effects of Language Diversity In The Classroom. ✤ A significant number of students speak English as a second language (ELL). ✤ In 2015, the percent of students who where ELL’s was 10% or more. ✤ In 2015, in urban districts, the percent of ELL’s was 14 percent of total enrollment. ✤ 9.1 percent in suburban schools. ✤ 3.6 percent in rural areas.

  11. Are you prepared?

  12. What steps to take. ✤ Understand the basic tenets of second-language acquisition. ✤ Stage 1- Silent/Receptive or Preproduction Stage (up to six months). ✤ Stage 2- Early Production Stage (can continue for an additional six months after Stage 1). ✤ Stage 3- Speech Emergence Stage (can last up to one year). ✤ Stage 4- Intermediate Language Proficiency Stage (can take another year after Stage 3). ✤ Stage 5- Advanced Language Proficiency Stage (can require five to seven years to gain proficiency).

  13. What steps to take cont.- ✤ Create a classroom environment that makes students feel comfortable regardless of their language differences. ✤ Use appropriate strategies and check for student understanding. ✤ Use manipulatives to help students understand abstract concepts. ✤ Using real objects, pictures or graphics to support the information in your lessons. ✤ Have students work in small groups to maximize learning. ✤ Create opportunities to practice language skills by having students work with peers. ✤ Working with peers provides academic support.

  14. What steps to take cont.- ✤ Build on background knowledge to bridge new concepts and terms to what the student already knows. ✤ Reading aloud to provide language models for diverse learners, allowing for better comprehension of information. ✤ Labeling items throughout your classroom in both English and your student’s home language.

  15. Discussion ✤ What are some ways you can better understand and know your students? ✤ What are some things that you are already doing in your classroom to address English as second language learners?

  16. We will… ✤ Build relationships with students and their parents. ✤ Students must feel that they belong. ✤ Students must feel accepted. ✤ Promote family involvement. ✤ Learn a few basic words and phrases in the the families’ home language. ✤ Use and utilize (if available) interpreters or school/community liaisons to serve as translators between family members and educators. ✤ Conduct parent workshops on how to interpret and respond to information sent home by the school (e.g., progress reports, report cards, and standardized tests). ✤ Listen empathetically. ✤ We will actively and carefully listen to our students. ✤ Put ourselves in our students’ places and read between cultural lines. ✤ Take advantage of available resources. ✤ E.g., books, articles, films, music, audio recordings and a variety of material that will us in learning more about our student’s cultures.

  17. “We need to help students and parents cherish and preserve the ethnic and cultural diversity that nourishes and strengthens this community.” –Cesar Chavez

  18. References ✤ McLeskey, J., Barringer, M.D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M., Winn, J., …Ziegler, D. (2017). High level practices in special education. Council For Exceptional Children. Arlington, VA. Retrieved June 25, 2019 from http://www.ceedeer.education.ufl.edu ✤ IES National Center for Educational Statistics (2019). Teacher Trends. Retrieved July 7, 2019 from http://nces.ed.gov ✤ Johnson-Pratt, Y., (2006). Communicating cross-culturally: what teachers should know. The Internet TESL Journal, 12(2), 1-5. Retrieved July 9, 2019 from http://iteslj.org ✤ The IRIS Center (2009). Cultural and linguistic differences: What teachers should know. Retrieved July 2, 2019 from https://iris.peabody.vanderbil;t.edu/module/clde/

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