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TRANSCRIPT
AGENDA • Set the context • Listen with your heart • Make the implicit explicit • What can we/should we do? • Closure and Q/A
Setting the context:
IN 2005
44, 734 immigrants, including children and youth settled in BC – the highest number in the last decade!
40% were children and youth!" - this represents a 26% increase from !" the previous year!
Victoria
EnglishChinese languagesOther (116 Languages)KoreanSpanishPunjabiJapanesePortugueseVietnameseGermanFrenchRussianArabic
Delta
EnglishPunjabiChinese languagesOther (55 Languages)HindiSpanishUrdu
North Vancouver
English KoreanOthers (60 Languages)Chinese languagesPersianTagalog/FilipinoSpanish Japanese
West Vancouver
EnglishKoreanPersianChinese languagesOther (40 Languages)SpanishGermanJapanese
Coquitlam
EnglishChinese languagesKoreanOtherPersianSpanishTagalog/FilipinoRomanianPolishRussianPunjabi
Listen With Your Heart
I didn’t ask to come here. I hate it here. At home I was happy. I was a top student. I didn’t have to work hard to be on the honour roll. I would answer teachers’ questions. I wasn’t afraid, or lonely. !
English makes me feel lonely. It makes me feel stupid.
1992 vs 2010
Is it real? !
Do these vignettes represent the past or the present? !
Will they be representative of the experiences of S/EAL learners in our schools and classrooms?!
What is YOUR role in all this?!
The children in our classrooms are infinitely more significant than the subject matter we teach.
Meladee McCarty
the act or fact of passing along; transmitting!
a giving or exchange of information by talking, writing, etc. !
A fact to consider . . .
You cannot NOT communicate in the presence of another.
Culture
Culture: The sum total of the attainments and
learned behaviour patterns of any specific period, race or people regarded as expressing a traditional way of life subject to gradual but continuous modification by succeeding generations.
Funk and Wagnalls
Culture is communication
and
communication is culture.
Edward T. Hall
About Culture Children develop an awareness of
‘race’ and ‘culture’ by age 3 or 4! Self-esteem is a critical element in
cross-cultural relationships! Education improves cross-cultural
understanding!
Culture is so much an integral part of our life that it is often difficult to realize that there are different, but equally valid, ways of thinking, perceiving and behaving.
Peter Chinn
About Communication S/EAL students are individuals first,
like everyone else! Language is a means to an end – that
end is communication! Communication develops best in a
context – and a variety of contexts speed up language learning!
We do not see through our eyes or hear through our ears,
but through our beliefs.
Lisa Delpit
The man is afraid to go home because the man with the mask is there.
1. Who is the man with the mask?
2. Why is the man afraid to go home?
Communication?
The tip of the iceberg
Language
Who . . .
schooling background
• sexual insult
http://www.languagetrainers.co.uk/blog/2007/09/24/top-10-hand-gestures/
• OK ! Good job!
• one
• hitching a ride
Eye contact
Co-verbal behaviour
Diamond Ranking Activity A
B B
C C C
D D
E
Values and Beliefs accomplishment equality freedom harmony love recognition security self-respect wisdom
Personal Qualities ambitious capable clean forgiving helpful honest independent logical polite
So what can we do to help?
A ! B! C!
4 H’s
Stages of adjustment to:
a new life
a new language
a new way of being
STAGE TWO
Ah,
home
at
last!
To speak another’s language without understanding the culture . . .
is to make a fluent fool of oneself.
Edward T. Hall
Best Practices for ALL • Assume nothing!• Consistent, caring, reliable!• I + 1 [challenges from Day I]!• Model model model!• Affirm identity daily!• Patience and persistence!
. . . more best practices • Talk less; listen and watch more!• Visuals visuals visuals!• Encourage ‘rehearsals’!• consistent strategies – LEA!• Communicate !
Seven Superstars • Language Experience Approach!
• TPR!• Rhyme, Rhythm and Pattern!• Cooperative group work!
• Technology-based learning!• Drama – role play, pantomime, readers theatre!
• Visual arts!– Draw and tell stories
Layers of Language Learning
Exit slip – in class Now that I have learned a bit about S/EAL learners, here is what I!
• Wonder . . .!
• Worry . . .!
• Wish . . .!
I do not want my house walled in on all sides and my windows stuffed. I want the cultures of all lands to be blown about my house as freely as possible, but I refuse to be blown off my feet by any.
Mahatma Gandhi
good bye au revoir auf wiedersehen adios arrivederci ‘koneechewa’
Last words
The belief that one’s own view of reality !
is the only reality, !
is the most dangerous of all delusions.
Paul Watzlawick
