Activities and resources for multicultural teaching: A World of Possibilities!

1. Chapter 9 Activities and resources for multicultural teaching: A World of Possibilities!

2. Key Concepts • Behaviors • Attitudes • Creativity • Instructional experiences • Instructional materials • Learning encounters • Classroom environment

3. Four Classroom Environments • Physical or classroom space • Social and emotional • Cognitive • Creative What makes each of these relevant? How do they each influence the child?

4. Sources for Multicultural Resources • Families • Community agencies • Local ethnic stores • School library • Local library • Museums and galleries • The Internet

5. Key Multicultural Concepts Explored through Children’s Literature • Cultural heritage • Linguistic diversity • Cultural patterns • Exceptionalities • Age • Religious ideas • Customs and Traditions • Gender issues

6. Using a Developmental Focus to Select Instructional Materials • Be mindful about the age levels and the needs of children. • Examine materials and resources to verify that they connect with expected learning outcomes. • Consider materials that provide opportunities for all intellectual levels and that promote a variety of skills and concept learning. • Select materials that match the content and the needs of children (special needs, linguistic differences, cultural differences).

7. Using a Developmental Focus to Select Instructional Materials (cont.) • Select materials that promote exploration and inquiry. • Choose materials and resources appropriate for young English language learners. • Consider the physical needs of children, including those with disabilities. • Choose materials that are appropriate and safe to manipulate by all children.

8. Criteria for Selecting Multicultural Literature • The story and characters present an accurate portrayal of a specific culture. • The story is free of any historical distortions or stereotypes. • Messages about the cultural group are free of any biases. • Characters are portrayed according to the time and setting. If set in contemporary times, characters reflect current lifestyles.

9. Criteria for Selecting Multicultural Literature (cont.) • Characters reflect a variety of physical diversities. • Story presents people with disabilities in a positive, non-stereotypical way. • Female and male characters are presented in a variety of roles that exemplify non-stereotypical tasks. • Roles of females and males are consistent with those in their cultural groups.

10. Criteria for Selecting Multicultural Literature (cont.) • Elderly people are presented in respectful and culturally accurate ways. • Roles and importance of families are reflective of views held by the cultural group. • People from diverse groups are portrayed in positive and leadership roles. • Illustrations depict the culture and people in culturally accurate ways.

11. Criteria for Selecting Multicultural Literature (cont.) • Language representative of the cultural group is used to enhance the message. Linguistic expressions of the cultural group reflect their oral traditions. • Authors and illustrators are members of the cultural group or have firsthand knowledge about the culture. (Adapted from: Cullinan and Galda (2005); Kasten, Kristo, and McClure (2005; Norton (2003); and Robles de Meléndez, 2004)

12. Key Elements of Culturally Appropriate Planning • Knowledge about children’s needs and strengths • Knowledge about expected learning outcomes and standards • Use of thematic teaching approach • Concrete and relevant experiences • Bias and stereotype free content