1 / 51

Cultural Awareness

Cultural Awareness. Reaching Out and Welcoming Second Language Learners and Their Families Arkansas Department of Education Special Education Unit . Sign-in Print name School District Social Security Pre-test

joy
Download Presentation

Cultural Awareness

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Cultural Awareness Reaching Out and Welcoming Second Language Learners and Their Families Arkansas Department of Education Special Education Unit

  2. Sign-in Print name School District Social Security • Pre-test Circle pre Complete test Turn in to be scored

  3. OVERVIEW Explore different cultural perspectives to everyday early childhood situations, and gain information about establishing rapport with families from culturally and linguistically diverse backgrounds.

  4. Paraprofessional Competencies • Examine their own unique cultural life ways. • Recognize how their cultural life ways impact their perspective to everyday situations. • Recognize differences between their cultural life ways and those of families from culturally and linguistically diverse backgrounds.

  5. Paraprofessional Competencies(Continued) • Identify everyday situations in early childhood settings that can result in contrasting perspectives between professionals and families. • Establish and maintain rapport with culturally and linguistically diverse families.

  6. Paraprofessional Competencies(Continued) • Effectively use interpreters to communicate with non-English speaking families • Identify strategies for preventing and resolving conflicts with families.

  7. Life Ways Culture Cultural Continuum Ethnocentrism Family Rapport Interpreter Translator Working with Interpreters Differences in Child Rearing Dialogue vs. Argument KEY CONCEPTS

  8. “It Starts With Me” Section 1

  9. Activity 1 Family Name Exercise

  10. CULTURE

  11. Culture is the pool of rules, beliefs, and values by which a group’s members conceptually order the objects and events in their lives in order to operate in a manner acceptable to its members.

  12. CULTURE SHAPES: • The way we think • (Cognition) • The way we interact • (Behavior) • The way we communicate • (Language) • The way we transmit knowledge to the next generation • (Education) Collier, 1988

  13. Courtesies Beliefs Cultural customs Values Practices Manners of Interacting Roles Relationships Language Expected Behaviors LIFE WAYS Life ways consist of family’s:

  14. Activity 2 My Family of Origin Cultural Life Way Map Handout 1

  15. Activity 3 My Cultural Life Ways Part I and II Handout 2 Page 1 and 2

  16. QUESTIONS TO CONSIDER: • How many of the rituals followed in your family of origin do you continue to follow in your own family? • How many have been blended or eliminated? • What insights did you gain by doing this exercise? • What surprised you?

  17. “NEIGHBORS” • What kind of neighborhood is depicted on the video? • What values are reflected in the neighborhood? • How was the “Mime” family portrayed? • In what ways could the “Mime” family overcome the resistance exhibited by their neighbors?

  18. Video

  19. “NEIGHBORS” • What kind of neighborhood is depicted on the video? • What values are reflected in the neighborhood? • How was the “Mime” family portrayed? • In what ways could the “Mime” family overcome the resistance exhibited by their neighbors?

  20. Contrasting Perspectives Section II

  21. CONTRASTING PERSPECTIVES • Purpose: In this activity, participants explore different perspectives to everyday early childhood situations and discuss the values and beliefs that impact these perspectives.

  22. CONTRASTING PERSPECTIVES • Outcomes: • Recognize differences between their cultural life ways and those of families from culturally and linguistically diverse backgrounds. • Identify everyday situations in early childhood settings that can result in contrasting perspectives between professionals and families.

  23. “Without a culture we cannot see, but with a culture we are forever blind.” Irving, 1986

  24. What do you think he is trying to say?

  25. Activity 4 Others’ Cultural Life Ways Maps Use Handout 2

  26. Activity 5 Contrasting Perspectives Differences and Similarities Handout 3

  27. Video Diversity-Contrasting Perspectives Handout 4

  28. Anais Nin Stated: “We don’t see things as they are, we see them as WE are.”

  29. “If someone listens, reaches out a hand, says a kind word, or attempts to understand, extraordinary things begin to happen.” Loretta Girzartis

  30. Family Connections Section III

  31. FAMILY CONNECTIONS • Purpose: • In this activity, participants will gain information about how to communicate effectively and respectfully with a family given the family’s unique style and linguistic needs.

  32. FAMILY CONNECTIONS • Outcomes: • Identify the basic elements of successful communications and demonstrate conversation techniques that convey respect of and build understanding with culturally and linguistically diverse families. • Effectively use interpreters to communicate with non-English speaking families.

  33. Rapport A mutual feeling of trust and understanding. Because it is culturally defined, it is nearly impossible to describe. Rapport is an ongoing process that varies from day to day. Project Ta-Kos, 1994

  34. Activity 6 Elements of Successful Communication Handout 5 Page 1 & 2

  35. Activity 7 Create a Script Handout 6 Page 1-3

  36. Communication Helpers and Blockers Handout 7

  37. Ten Ways to Make Families Feel Included Handout 8

  38. 1. Create a welcoming environment. 2. Make any meeting a 2-way exchange. 3. Reflect families home language and culture in your program. 4. Consider the family’s needs not just the child’s. 5. Identify the decision-maker in the family.

  39. 6. Create parent education and support programs. 7. Find staff and administrators from families’ cultural, ethnic, and racial backgrounds. 8. Communicate regularly with parents. 9. If you need an interpreter, get one. 10. Make it your goal to provide culturally responsive care.

  40. Be available Be informative Be receptive Develop listening skills Figure out problems together Sort out the root of the problem Don’t assume quiet parents don’t have issues Helping Parents Talk About Differences Handout 9

  41. Ten Questions to Ask When you Disagree with a Family’s Practice Handout 10

  42. The Role of Interpreters Section IV

  43. Activity 8 CONVERSATIONS FOR THREE • Role of Interpreters • Simulation of Interpreting Process • 3. Challenges to the Interpreting Process

  44. Video Conversations for Three Handout 11

  45. WORKING EFFECTIVELY WITH INTERPRETERS 1. Planning 2. Interacting 3. Reflecting

  46. GUIDELINES FOR WORKING WITH THE INTERPRETER Preparation Interaction Reflection Handout 12 & 13

  47. AT&T LANGUAGE LINE SERVICES 1-800-752-0093

  48. IDEAS TO EXTEND PRACTICE Brainstorm Time Handout 14

  49. Share handouts with co-worker. • Set up an interpreter training in my program. • Consciously practice complementing the communication dance of families. • Add things to my program that help Hispanic/Spanish speaking families feel more welcome. • Identify interpreters available in my community. • Continue to explore and reflect on my own cultural beliefs and values • Practice respecting the cultural values and beliefs of others, even if I don’t agree with them.

  50. Post Test Circle Post Take assessment Turn in assessment

More Related