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Cultural Diversity

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Confucius

All men are prettymuch alike. It is

only by culturethat they re setapart.

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Social classa groupsprestige and power in a society.

SES a term used by sociologist for variations inwealth, power, control over resources, and prestige.

Economic and Social Class

Differences

High-SES students

Higher average level ofachievement on test scores

Stay longer in school than

low-SES students.

High cognitive skills

Low-SES students

Suffer from inadequatehealth care

Teachers lowered

expectations on them.

Low self-esteem, learnedhelplessness, participationin resistance cultures andschool tracking

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Effective strategies for low-SES students

Improve thinking and language skills

Understand the students from impoverished families are not likelyto have access to the same resources as those from middle-incomefamilies

Dont over discipline

Make student motivation a high priority

Think about ways to support and collaborate with parents.

Look for ways to involve talented people from impoverishedcommunities

Observe the strengths of children from low income backgrounds

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culturally transmitted behaviorEthnicity

biological transmitted physical traitsRace

prejudgment or irrational generalization about an entirePrejudice

either numerically or historically unempoweredMinority group

schema that organizes knowledge or perceptions abouta category.Stereotype

treating or acting unfairly toward particular categories ofpeople

Discrimination

the extra emotional and cognitive burden that yourperformance in an academic situation might confirm a

stereotype that others hold on you

Stereotype threat

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ale

VS

female

Right brain non verbal learner

& recall facts and info

Left brain verbal learners & use

words to learn

Superior on task that require

mental rotation ob objects

Better on task that require

acquisition and use of verbalinformation

Higher possibility engage in

antisocial behavior, more curious,

explores, and have a difficult time

resisting temptation

Less impulsive, more fearful and

anxious but tend to be more

nurturing

Have more external network of

friends

Show more concern with the welfare

of the group and tend to

compromise

Blame failure on external

circumstancesBlame failure on themselves

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Listen

Affirm student YOU ARE NOT ALONE

Refer to expert

Address harassment issues in school

Follow-up

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Langu ersity

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Why do you think Bilingualism is important?

It gives a chance to acquire a new knowledge

It has positive effect on childrens cognitive development such as

attention, concept formation, analytical reasoning, cognitivecomplexity.

Students of bilingualism are more conscious about the structureof spoken and written language and better noticing errors ofgrammar and meaning which improves their reading ability.

Bilingualism

The ability to speak two languages

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BilingualEducation

English as a second language (ESL)

A widely used term for bilingual education programs and classes that teach English to

students whose native language is not English.

Main ways to teach English Language Learners (ELL) students are:

.

English immersion

Students are taught mainly orexclusively in English

Transitional bilingual

education

Students are taught reading orother subjects in their nativelanguage for several years and

then moved into Englishclasses.

Two-way or dual,

bilingual education

Students of both native English-speaking students and ELLstudents are integrated in a

bilingual classroom.

A minimum of 30% of the classneeds to be ELL students.

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Do I need to know all of the languages represented in orderto teach them?

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What do I need to know?

Stages of Language Acquisition

Realize that instructional strategies to enhance learning for

English learners, enhances learning for ALL students

Recognizing how students are using their literacy knowledge

in their first language to learn English

Recognizing misconceptions of bilingualism

Be aware of implicit messages about language value

NO!

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Stage 1: The Silent/Receptive orPreproduction Stage

Stage 2: The Early Production Stage

Stage 3: The Speech Emergence Stage

Stage 4: The Intermediate LanguageProficiency Stage

Stage 5: The Advanced LanguageProficiency Stage

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Instructional Strategies for ALL Students

Making curriculum accessible to bilingual studentsand English language learners

Demonstrating sensitivity to cultural andlinguistic diversity

Providing relevant background knowledge

Analyzing material into content knowledgeand academic proficiency

Including language development and contentvocabulary development objectives andactivities

Using additional resources

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Include both language development and content vocabulary

development

Language development = curricular modifications to suggest

talking, reading, writing at studentscurrent level of English

proficiency

Vocabulary development

To teach new concepts, use known vocabulary

To teach new vocabulary, use known concept

Planning and Instruction

This is effective for all students such as native

speakers as well as bilingual and ELL students

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Planning and Instruction (cont)

Develop culturally and linguistically responsive teaching

Modify and adapt lessons to include culturally andlinguistically relevant information and examples toenhance student motivation

Use study resource guides appropriate for bilingualand English learners

Maximize use of visual aids, photographs, slides,sketches, videotapes, audio tapes etc.

Provide live demonstrations or modeling and use alternateand supplemental books such as picture books etc.

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Implicit Messages of Language Value

Reinforcement of English only practices sends clear messages about

value of native language and culture, and in turn identity

Deficit perspectives often manifest themselves in the ways that English

language learners and students of color in general are labeled in

schools. These labels have a profound effect on identity development

for these students.

at risk

developmentally delayed

not ready to learn

In practice, dual language programs despite missions to give 50/50

attention to each language, favor of English.

ExampleWe are here to learn.

H d l i h li i i ll d

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How to deal with linguistically and

culturally diverse children in classrooms?

Provide newly acquired vocabulary language and

model appropriate use of English.

Recognize that all children are

cognitively, linguistically, and

emotionally connected to the

language and culture of their

home.

1

Acknowledge that

children can

demonstrate their

knowledge and

capacity in many

ways.

2

Without comprehensibleinput, second language

learning can be difficult.3

4

How to deal with linguistically and

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How to deal with linguistically and

culturally diverse children in

classrooms? (cont)

Good communication

with non-native English

speaking parents

Actively involve parents

and families in the

early-learning program

and setting

5 Recognize that children can and

will acquire the use of English even

when their home language is usedand respected.

6

Collaborate with

other teachers to

learn more about

diverse children

7 8

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This movement called

MULTICULTURAL EDUCATIONenables teachers and educators to give value to

the differences in prior knowledge, experiences of

learners from diverse background and familiaritywith students histories of diverse cultures.

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Diversity of Learners and

the major goal of multicultural education is to

transform the school so that the male and female

students, exceptional learners, as well as students

coming from diverse cultural, social-class, racial andethnic groupswill receive an equal opportunity to learn

in school.-James Banks

Multicultural Education

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Diversity is an apart of the nature of the human species,

and students are and always have been different from

one another in a variety of ways

Why diverse?

Gender

Religion

Disability Family back ground

Citizenship

Low self esteem

Introvert

Unsocialise

Lack of confidence

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4 basic culture

characteristics

Culture is learnedCulture is shared

It is taught to others

Children learn patterns byimitating adults anddeveloping attitudesaccepted by others.

Common practices and beliefs areshared with others in a cultural group

Circumcisions are common practice

within the Caucasian culture

Culture is social in nature

Individuals in the group understandappropriate behavior based on traditions thathave been passed down from generation to

generation

Traditional Hispanic culture believe women

marry and raise children

not get educated

Culture is dynamic and constantly changing

New ideas maygenerate differentstandards for

behavior This allowsmembers to meetthe needs of thegroup by adaptingto environmentalchanges

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Develop and foster a democratic and just society where all groupsexperience cultural democracy and empowerment

Improve academic achievement of all students

Help the students to develop the knowledge, attitudes and skills

needed to function within their own and other micro cultures,

and within global community

Provide opportunities to gain cultural competency

Goals of

Multicultural Education:

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How do we achieve these GOALS?

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To achieve these goals, it is very important forteachers to be knowledgeable about differences

in cultures, religion, ethnicity, and even the

language spoken by the students.

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Suggestions to understand multi-cultural learners:

Learn as much about and become as sensitiveto andaware of racial, ethnic, cultural and gender groups

other than your own

Never make assumptions about an individualbased

on their perception of that individuals race, ethnicity,

culture or gender

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Suggestions to understand multi-cultural learners:

Avoid stereotyping

Get to know each student as a unique individual:

Walk in the footsteps of all your students

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Uniformity continues to dominate our school practices.

Most schools still function as if all students were the

same: Use the same textbooks and the same materials for learning.

Work at the same pace on the same quantity of learning

material

Study the same content and work through the samecurriculum on the same schedule

Teachers talk with whole groups of students, delivering the

same information at the same time to everyone

Schools conduct the same examinations for all to measure the

success of the learning.

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Malaysia: Policies

Every student benefits from an outstanding teacher

and an engaging learning experience.

Every student and teacher deserves to be treated

with respect.

Every student should have an opportunity to reach

his or her individual optimum potential.

Every student should master specific basicknowledge skills.

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DisabilityOne of the main groups under diverse learner is children with

special needs.

i. hearing impairments

ii. visual impairments

iii. learning disabilities

Categories of students with learning disabilities

i. Downs Syndrome

ii. Mild Autistic Tendency (Autism)

iii. Dyslecsia

iv. Epylepsy

v. Attention Deficit and Hyperactive Disorder (ADHD)

vi. Minimal Mental Retardation

vii. Specific Learning Difficulties

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Issue:

Meeting the Diverse Needs of Young Children

receiving increased numbers of children with

disabilities or developmental delays increase in racial, ethnic, and cultural diversity

teachers SHOULD create classrooms that are

responsive to the diverse needs of all children.

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Treat students as individuals whose identities are complex and unique.

For example, use open-ended questions - of their experiences or observations

without calling on a student to speak for his or her race/gender/culture. Also,

learning to pronounce all of the names correctly shows respect for varied

backgrounds.

Encourage full participation while being aware of differences which may

influence students' responses.

For example, make eye contact with everyone, increase wait time to include

less assertive and/or more reflective students, ask questions that draw out

quieter participants or challenge dominant students in small groups, or talk

with students outside of class to provide encouragement.

f ff

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Vary teaching methods to take advantage of different learning styles and to

expand the repertoire of strategies tried by each student.

For example, foster peer relationships with in-class collaboration, include

concrete examples whenever possible, use visual or dramatic presentations, or

value personal knowledge and experience when students share it.

Promote a respectful classroom climate with egalitarian norms and

acceptance of differences.

For example, encourage student projects involving diverse perspectives, discuss

guidelines or "ground rules" for good participation, and monitor language use

for implicit assumptions, exclusions, or overgeneralizations.

Beware of possible student anxiety about their performance in a

competitive environment but try not to "overprotect."

All students - including those whose personal or cultural histories may includebeing a target of stereotypes and discrimination - need straightforward

comments on their work delivered with tact and empathy, and early feedback so

that they can change their learning strategies or get help if needed.

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Avoid highly idiomatic English.

Idioms are especially confusing for non-native speakers or any student who

may have been raised in another country or another region of theMalaysia.

Provide some linguistic redundancy.

Particularly non-native speakers, benefit from both seeing and hearing

language

Use diverse examples rather than ones which assume a particular

background or experience.

Make sure you aren't consistently assuming all your students share that

experience. For example, notice when many of your examples are based on

cultural or regional knowledge, hobbies favored predominantly by one

gender, or political or historical knowledge unfamiliar to those from other

countries

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Don't assume that students who don't talk don't know the

material.

Being quiet in the classroom and not "showing off" are

considered respectful in many Asian cultures.

Watch the type of humor that occurs in your classes to be

sure it denigrates no one.A large number of jokes involve putting down people who are

different in some way and who may already feel marginal

because of those differences.

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