SEDP 651: Multicultural and SEDP 651: Multicultural and Global Perspectives in Global Perspectives in EducationEducation

• Language•Culturally/Linguistically appropriate curriculum

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Diversity in Classrooms and Diversity in Classrooms and SchoolsSchoolsUnderstanding the U.S.

Macroculture (Banks & Banks, 1995)

◦ Equality of opportunities for individuals in society

◦ Individualism◦ Social mobility through individual effort

and hard work◦ Individualistic attitudes toward values and

behaviors◦ Belief in nation’s superiority◦ Orientation towards materialism

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English Language English Language Learners (ELLs)Learners (ELLs)How many language groups in

the U.S. public schools?What’s the difference between

English language learners (ELLs) and Limited English Proficient (LEP) students?

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TermsTerms

English language learners (ELLs) or English Learners (EL)

Linguistic minority (LM) students Linguistically diverse students

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Increasing Academic Success Increasing Academic Success through School Reflections through School Reflections (Cummins, (Cummins, 1992)1992)Minority students’ language and culture

are incorporated in the school program.Minority community participation is

encouraged.Instruction is used to motivate students

to use language actively to generate knowledge.

Professionals involved in student testing are advocates for minority students.

Academic problems are located outside of the student instead of within the student.

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Linguistic Diversity and Linguistic Diversity and Second Language Second Language AcquisitionAcquisitionA growing number of students entering

school are learning English as a second language

Teachers hold four common misconceptions about how to teach these students◦ Exposure and interaction will result in English

language learning◦ All ELLs learn English in the same way and rate◦ Good teaching for native learners and ELLs are

the same◦ Effective instruction means non-verbal support

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Factors affecting second Factors affecting second language acquisitionlanguage acquisitionSituational factorsLinguistic inputLearner characteristicsThe learning and developmental

processSecondary language output

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Strategies for Strategies for Comprehensible Linguistic Comprehensible Linguistic InputInputSelecting a topic of conversation

familiar to studentsCreating a context for what is

being discussedUsing simpler sentence

constructionRepeating important phrasesIncorporating students’ first

language into lessonEmphasizing key words

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CommunicationCommunicationThe exchange of information and

ideas. Communication involves encoding, transmitting, and decoding messages. It is an interactive process requiring at least two parties to play the roles of both sender and receiver.

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Language Language A code used by a group of people to

communicate with one another.

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4 Skill Areas +4 Skill Areas +Receptive skills:

◦ Reading: vocabulary, concepts of print, decoding, comprehension, cognates

◦ Listening: sound identification, word identification, meaning, clues for meaning, setting, types of speech

Expressive skills: ◦ Writing: letter formation, spelling, sentence

constructs, ideas into words, vocabulary, verb conjugation, transitions, word choice/audience

◦ Speaking: sound production, accent reduction, vocabulary, meaning, clues for meaning, setting, types of speech

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What is the What is the ““++ ””?? In addition to the four skill areas of reading,

writing, speaking, and listening, there are some other factors to consider

Context: social or academic, friend/stranger/professional, level of fear, meaningful

Culture: cultural background, experience, level of feeling welcome, prior education, familiarity with cultural norms from second language (L2)

Meta-cognitive skills: confidence, level of fear, ability to self-correct, circumlocution, other coping skills

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Simultaneous vs. Sequential Simultaneous vs. Sequential Second Language AcquisitionSecond Language AcquisitionSimultaneous second language

acquisition◦Children learn two languages

simultaneously (before three years of age)

◦The developmental pathway appears to be similar to how monolingual children acquire language (McLaughlin, 1984, 1995)

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Simultaneous vs. Sequential Simultaneous vs. Sequential Second Language AcquisitionSecond Language Acquisition Sequential second language acquisition

◦ Children learn a second language after three years of age

◦ Language development follows a different progression

◦ Language development is highly sensitive to characteristics of the child and the language learning environment

◦ According to Tabors and Snow (1994), there is a four stage developmental sequence: Home language use Nonverbal period Telegraphic and formulaic speech Productive language

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Social and Academic Social and Academic LanguageLanguageBICS (Basic Interpersonal

Communication Skills)CALP (Cognitive Academic

Language Proficiency)

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BICSBICSLearned within 6 months to 2 yearsThis is sometimes called playground

languageIt is social language This is sometimes the reason why

English language learners (ELLs) get pushed through the school system with less than adequate support/instruction because it seems like they can speak well and, therefore, have a high English proficiency

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CALPCALPLearned within 5-7 yearsThis is the academic language of schoolMajor area of concern for states in

regard to English language proficiency and academic achievement tests

Consider what happens to our older students who come in in grade 11 and have to get academic content of biology, geometry, poetry, essay writing, etc. and English as well

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Important Language Important Language ConsiderationsConsiderations (American Speech-Language-Hearing Association, 1982)(American Speech-Language-Hearing Association, 1982)

Effective use of language for communication requires a broad understanding of human interactions, including associated factors such as nonverbal cues, motivation, and sociocultural roles.

Language learning and use are determined by the interaction of biological, cognitive, psychosocial, and environmental factors.

Language is rule-governed behavior.Language evolves within specific historical, social, and cultural contexts.

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Acquiring English as a Acquiring English as a Second LanguageSecond Language Students who are learning English as a

second language (ESL) often exhibit error patterns that can look like language disorders, when they are, in fact, part of the normal process of second-language acquisition.

Teachers must recognize these patterns to avoid unnecessary referrals:Interference or transferSilent periodCode switching or code mixing

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Relationship BetweenRelationship BetweenCommunication Style and Communication Style and Culture Culture Culture has a strong influence on the

style of communication. Communication style can be affected by

factors such as:GenderAge RolesStatus DialectRules of interruption and taking turnsUse of humor

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Relationship BetweenRelationship BetweenCommunication Style and Communication Style and Culture Culture Communication differences in

style can be manifested through nonverbal means such as:GesturesFacial expressions Physical spaceUse of silence

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Multicultural Considerations Multicultural Considerations in Assessmentin AssessmentBecause of the increasing

numbers of students who are culturally and linguistically different and who require services in ESL, teachers must consult to obtain appropriate evaluation and programming services.

Observation is an important form of assessment, particularly when students are linguistically diverse.

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