CTEL 3 Culture Inclusion Review

3. The next slides will review background information on English Learners and immigration.

9. Push and Pull Factors Be able to describe and/or identify push factors (reasons to leave a country) and pull factors (reasons to come to a new country) that cause people to immigrate.

10. The Immigrant Experience Immigrants have to leave family and friends behind. Immigrants must sometimes decide who will emigrate first. Immigrant children may turn away from families values and culture. Immigrants have to learn a new language and new systems. Immigrants may experience economic hardship & instability and work low paying jobs. Immigrants may feel alienated and isolated.

11. Other Issues and Challenges Primary language maintenance = maintaining language while adding new language Primary language loss= loss of the primary language, replaced with new language Acculturation= the process of adapting to a new culture Phases of Acculturation : Honeymoon>> Culture Shock>> Adaptation>> Acceptance

13. Key Vocabulary (know these terms) Assimilation: process in which ethnic groups are absorbed in to the dominant culture while losing their own Accommodation: a two-way/mutual process of adaptation and change between mainstream culture and minority culture Biculturalism: the state of being able to function successfully in two cultures Acculturation: process of adapting effectively to the mainstream culture without loss of own culture

15. Sociolinguistic Competence means� Understanding of the social and cultural rules of language and discourse in the classroom: ---appropriate use of gestures/silence/touch ---appropriate distance between speakers ---understanding idioms/ figures of speech ---appropriate voice volume, eye contact, styles of speech etc..

16. Sociolinguistic Factors as they Relate to the Classroom continued The main idea regarding this topic is that teachers need to be aware and sensitive of these factors so that they do not misinterpret students� behavior or vice versa It also means that the teacher may need to explicitly teach or clarify some of these social and cultural characteristics of language so that students can develop sociolinguistic competence.

17. Cultural Thought Patterns What about �thought patterns� related to different language families? Different language follow different thought and discourse patterns. English- Get to the point! (very linear) The following being less direct: Semitic- As I was saying.. Hebrew, Arabic, Aramaic, Maltese, Amharic Asian/Native- If you will allow me to explain� Spanish/Romance- Did I ever tell you about the time� Russian- Let me get back to my point�

18. Teaching English for Social & Academic Communication

19. Why Address Issues of Culture in the Classroom ? KEY IDEAS To create an inclusive, supportive & cooperative classroom culture which facilitates learning To acculturate student to classroom expectations while valuing their language and culture Prepare students to learn/live/work in a global multicultural/community To address biases/stereotypes/discrimination in the classroom To more effectively teach diverse students

20. Background Factors Which Affect Academic Performance, Language Acquisition and School Adjustment -LANGUAGE: how developed is L1?/ Resources available -SOCIOECONMIC STATUS: are basic needs met ?/working students/housing, etc. -CULTURE: gender expectations/similarities and differences to American culture/etc. -EXPERIENCES: immigrant/refugee/undocumented -EDUCATION: prior education/parents background and level of education

21. Quickwrite Describe two background factors that affect English Learners. How does each factor contribute to promoting and impeding learning, language acquisition and school adjustment for English Learners? What are the implications of this for your own teaching?

22. Consider ways to Promote Culturally Inclusive Learning Environments a. What does the classroom environment look like? Print-rich/multicultural/student work on the walls, etc. b. What do the students do? Students are interacting cooperatively, talking about the given task, they are actively engaged and using their primary language if necessary. c. What does the teacher do? Asks high-order thinking skill questions/monitors student activities/demonstrates/models and scaffolds/differentiates instruction� etc.

23. James Banks & levels of Multiculturalism -Heroes and Holidays (surface level) Ethnic Additive Approach (adds diversity) -Transformation Approach (increases multicultural perspectives and reforms curriculum) Social Action Approach (calls for social action)

24. Multicultural Perspective � A lesson plan Consider a lesson plan with a multicultural perspective. Make sure to access the student�s prior knowledge and contextualize the language and content for the student. The following slide provides a lesson planner template for your consideration.

26. Statutory Responsibilities to Parents of English Learners Keep in mind concrete ways that parents can be involved and informed. Consider examples from your own site and classroom. See the following slides for ELAC compliance issues.

30. Purposes of the ELAC It is a means for parents to receive training. It is a means for parents to receive information on programs and their effectiveness. It is a way for parents to participate. It is a way to become aware of student academic progress. Parents have an opportunity to ask key questions regarding educational themes and issues. It is a way for parents to exercise leadership before district and site staff, and students. Parents have an active voice in the education of their children.

31. Legal Responsibilities of the ELAC Advise the principal and school staff on the development of the School Plan for English Learners. Advise the principal and school staff of the needs of English Learners, including instructional and support needs. Review/assist in the administration of the school�s annual language census (R-30). Receive information and recommend actions to make parents aware of the importance of regular school attendance.

32. Roles of ELAC Officers President Develop agendas with help from the principal or designee. Conduct the ELAC meetings. Other duties related to the committee. Vice-President Assist the president in conducting the meetings. Conduct meetings in the absence of the president. Other duties related to the committee.

33. Roles of ELAC Officers, cont. Secretary Attend ELAC meetings. Take notes during the meeting and prepare the minutes. DELAC Representative Attend DELAC meetings. Issue a report of the DELAC meeting at ELAC meetings.

34. ELAC Member Responsibilities Elect members to the committee. NOTE: All parents of English Learners can be members, so raise your hand !

35. Site Responsibilities to the ELAC With ELAC members, arrange dates and locations for the meetings. Work with ELAC members to develop meeting agendas. Provide training to help parents carry out their responsibilities as a committee. Ensure that all four legal requirements are completed each year. Ensure that parents have an opportunity to elect ELAC members, and choose at least one DELAC representative. Notify the parents of the upcoming meetings and announce them publicly 72 hours in advance. Support ELAC meetings by: Providing an interpreter whenever necessary Providing childcare.

37. Finally, On the multiple choice questions, maintain a highly level of awareness as to the specific goal of the activity/program/lesson in question when choosing a response. Keep an eye on the qualifiers used such as �most likely,� �least likely,� �the best/most effective� etc. Default to the answers that place responsibility on the teacher/school and reflects a positive perspective on students, parents or their culture/language. On the essay question, stick to the prompt; describe why it may be an issue for English Learners and describe specific examples of action that directly reflect back to the issue you cited. Use your �buzz words,� without overdoing it and keep your response coherent, cogent and direct with supporting examples.