Making the English Classroom More Diverse

Independent Leadership Project by Sandra AngheloniMaking the English Classroom More DiverseFocus: Improving student performance with the inclusion of multicultural texts.

Introductory VideoPlease enjoy this short video I compiled for introducing my focus of study.

ReasoningBy now, the focus of my research should be clear. I teach in a very diverse area, and I would like my classroom to be reflective of this diversity. My purpose is to determine the most effective way of accomplishing this goal.Statistics: In 2011, 51% of all immigrants settled in the GTAIn 2011, there were nearly 100,00 permanent residents in OntarioThe majority of immigrants come to Canada for economic freedom. (www.canadafaq.ca)These statistics made it clear that there is a need to incorporate more multiculturalism in the English classroom.

Summary of Research To achieve an equitable and inclusive school climate, school boards and schools will strive to ensure that all members of the school community feel safe, comfortable, and accepted. We want all staff and students to value diversity and to demonstrate respect for others and a commitment to establishing a just, caring society. Ontario Equity and Inclusivity StrategyReflection: It is the mandate of the Ontario Ministry of Education to create classroom and school communities that are safe and comfortable for every student. This is not possible if students are not able to see themselves in the curriculum.

Summary of The ResearchIn the case study Secondary English Students Engagement in Reading and Writing About a Multicultural Novel, results indicate that after reading a multicultural novel students read and wrote about key episodes in the novel at a high level of interpretive response. (Bean, et al.)The study also found that students who feel they are empowered to talk and write about their reading are more likely to engage in reading (Bean, et al.) Reflection: This source emphasized that student work and engagement improve when students feel a connection to the text. The novel of study focused on a biracial protagonist living in Australia.

Summary of the ResearchIn an interview with author, Matt De La Pena in the article "Why Is There Not More Diversity in Young Adult Fiction? : Publishing Perspectives, Abrams explores the need for more diverse protagonists in young adult fiction. A quote from African American YA author, Sharon Draper, states teens are hungry for good literature and it hurts me because were not offering them enough of what they need.Reflection: As an educator in a multicultural community, it is my job to provide students with what they need. The first step is to find literature that is reflective of their experiences.

Summary of the ResearchIf we are to move to a more culturally affirming reality, teachers need to develop a curriculum and pedagogy for transformation, one that is characterized by an ongoing effort to create new space for dialogic discourse, to rewrite cultural narratives, and to allow for discussion of multiple literatures and perspectives. (Glazier & Sao)In their article entitled Multicultural literature and discussion as mirror and window? the authors identify the importance of multicultural texts, but they also address the issue of alienating white students in the process. They suggest that merely including multicultural texts is not enough, the text must instead be interrogated from multiple perspectives and act as a comparison point for students own lives in order for it to be transformative, or lifeand cultureaffirming.Reflection: The inclusion of multicultural literature must provide an opportunity for students to learn and reflect on their own experience, but it should also be an authentic opportunity for students to learn about another culture. In essence, it should be both a window and a mirror.

Summary of the ResearchThere are few resources that offer concrete statistics on the positive effects of including multicultural texts. However, the findings in Effects of multicultural Texts on Reading Performance found that students performed twice as well in reading activities when studying culturally relevant texts as opposed to standard texts (Fleming, et al.)Reflection: While the results of this study varied for different expectations, the overall conclusion was that culturally relevant texts had a positive effect on student performance.

Summary of ResearchChimamanda Ngozi Adichie (Novelist) TedTalk on the Danger of One Story. It highlights the importance of including multicultural texts in our curriculum.

Potential Departmental ActivitiesBook ClubAfter determining what types of books would best suit our student body, members of the department could participate in a book club. My initial research has led me to believe that texts dealing with the immigrant experience would reach the most students in my area. As a department, we would select novels dealing with immigration and have a continued book club throughout the school year. The intention would be to select a novel we thought worked best for our purpose. The next few slides identify some texts I have already researched that have potential for being effective.

Potential Novel ChoicesThe Inheritance of Loss by Kiran DesaiThe story is centered on two main characters: Biju and Sai. Biju is an illegal Indian immigrant living in the United States, son of a cook who works for Sai's grandfather. Sai is a girl living in mountainous Kalimpong with her maternal grandfather Jemubhai, the cook and a dog named Mutt. Desai switches the narration between both points of view. The action of the novel takes place in 1986. (Wikipedia)This novel has the potential to be useful for its address of colonialism and postcolonialism. It deals with the immigration experience as well as the experience within a home country controlled by a foreign force. It deals with the loss of cultural identity and its effects on future generations.

Potential Novel ChoicesThe Good Braider by Terry FarishIn spare free verse laced with unforgettable images, Violas strikingly original voice sings out the story of her familys journey from war-torn Sudan, to Cairo, and finally to Portland, Maine. Here, in the sometimes too close embrace of the local Southern Sudanese Community, she dreams of South Sudan while she tries to navigate the strange world of America a world where a girl can wear a short skirt, get a tattoo or even date a boy; a world that puts her into sharp conflict with her traditional mother who, like Viola, is struggling to braid together the strands of a displaced life. (Goodreads)Particularly relevant in its exploration of identity and the struggle to maintain cultural traditions while trying to fit in North American society.

Potential Novel ChoicesThe Brief Wondrous Life of Oscar Wao by Junot DiazThings have never been easy for Oscar, a sweet but disastrously overweight ghetto nerd, a New Jersey romantic who dreams of becoming the Dominican J.R.R. Tolkien and, most of all, of finding love. But he may never get what he wants, thanks to the fuk the ancient curse that has haunted Oscar's family for generations, dooming them to prison, torture, tragic accidents, and, above all, ill-starred love. Oscar, still dreaming of his first kiss, is only its most recent victim - until the fateful summer that he decides to be its last.With dazzling energy and insight, Junot Daz immerses us in the uproarious lives of our hero Oscar, his runaway sister Lola, and their ferocious beauty-queen mother Belicia, and in the epic journey from Santo Domingo to Washington Heights to New Jersey's Bergenline and back again. (Goodreads)Deals with the immigrant experience while maintaining the Dominican tradition of storytelling. It explores the importance of continuing cultural identity when moving to a new country. Also tells a story from multiple points of view, allowing for juxtaposition between generations on the topic of immigration.

Potential Novel ChoicesOther potential immigration novels that also happen to be Canadian:In the Skin of a Lion by Michael OndaatjeAway by Jane UrquhartThe Amazing Absorbing Boy by Rabindranath MaharajBone and Bread by Saleema Nawaz (not immigration fiction but deals with the clash of cultures and traditions)Niro's Game by Rawi Hage

Potential Departmental Activities

Data CollectionIn order to identify the effectiveness of including more multicultural texts in the curriculum, teachers would need to decide on the best methods for measuring student success. I think it would be best to look at two aspects: emotional and intellectual engagement. Since many students who are new to the country come at a young age, I think focusing on a grade 9 class is a good place to start. Also, many students who are ESL are placed in the applied level. The following slides focus on particular expectations for ENG1P1 that are most useful in tracking students emotional and intellectual engagement. Results for this unit can be compared to previous units with less diverse texts to see if there is a marked improvement.

Curriculum Expectations: ENG1P11.4 make inferences about simple texts and some teacher-selected complex texts, using stated and implied ideas from the texts1.5 extend understanding of simple texts and some teacher-selected complex texts by making basic connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around themOther expectations will obviously be covered in the unit; however, these will be the expectations used to measure student engagement and improvement.

Potential Classroom Activities

3-Part Lesson PlanAs a department, we would decide on common lessons and activities to ensure consistency. One potential lesson I have come up with is journal writing on a personal experience with the immigration process. I have provided a three part lesson plan exploring this activity. This activity can be used as an introduction to any of the novels Ive suggested.

3-Part Lesson Plan: OverviewPrior KnowledgeStudents will reflect on their knowledge of the experience of immigrants in Canada, either through their own experience or through their perception of others experiences.Student Outcomes:Make basic connections between text (media and literary) and and personal experiences and the world as a whole. Make inferences about the meaning of a text (media and literary)Learning Goals:Be able to identify common experiences among immigrants in CanadaBe able to make connections between your own personal experiences and knowledge to a text or media textOverall Expectations:Reading for Meaning: read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaningSpecific Expectations1.4 make inferences about simple texts and some teacher-selected complex texts, using stated and implied ideas from the texts1.5 extend understanding of simple texts and some teacher-selected complex texts by making basic connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them

3-Part Lesson Plans: Minds OnWhole Class:We will discuss what it is like for immigrants to come to a new country. Focus will be on reasons for leaving, challenges faced when they come here, and trying to fit-inDI: verbal linguistic, interpersonal, intrapersonalThink-Pair-Share:Students will be asked to free write about their knowledge of immigrant experience; either their own, someone they know or their perception form the media.Then, in groups, students will compile their information focusing on reasons for leaving a country, challenges faced when they come here, and trying to fit-in.Each group will present their findings to the class.I will give them feedback on the depth of their reflections as they present. Providing prompts like What are some ways people can overcome challenges of coming to a new country?DI: verbal linguistic, interpersonal, intrapersonal

Assessment for Learning

3-Part Lesson Plan: ActionWhole Class:Watch selected clips from The Godfather II depicting the experience of Vito Corleone as an immigrant in New York.

While viewing, answer the following questions:Why might Vito have left his home country? How were immigrants treated at Ellis Island?How would you feel coming to a new country by yourself?What was most difficult for Vito to adjust to in his new life in America?How were immigrants taken advantage of?

After completing the questions, in pairs, students will assess the validity of their answers through discussion.DI: verbal/linguistic, visual/spatial, interpersonal

Assessment as learning (peer assessment)Consolidation and Connection and Demonstration of Knowledge:Students will be asked to write a journal entry based on the following question:

What are the most common experiences immigrants go through, regardless of what country they come from? Explain your own experience with the immigrant experience. If you do not have any personal experience with immigration, then use your knowledge based on what you have seen in the media or with your friends.DI: verbal/linguistic, interpersonal.

Assessment of learning

3-Part Lesson Plan: Action

3-Part Lesson Plan: ExtensionsAdditional Activities:Expose students to more immigrant stories through childrens story books like A Gift for Gita by Rachna Gilmore, Here I Am by Patti Kim.

Potential Student Activities

Fishbone ActivityAnother potential student activity is writing a series of journal entries from the perspective of the main character. This has the capacity to allow students a window into another culture as well as reflect the experience of those students who may be from a country similar by giving them a chance to empathize or sympathize with the protagonist. This activity can apply to any of the potential texts I mentioned.

Fishbone ActivityStudents will compile notes on the following as they read: What was the main charactersexperience in their home country? What positive and negative experiences do they have when they arrive in North America? In what ways do they struggle to fit in and maintaintheir culture?

Their assignment will be to write 3 journal entries from the point of view of the maincharacter. The first one will be on the protagonists experience before leaving their home. The second will be on his or her experience when first arriving in their new homes andthe last will be about their struggles to fit in after being in their new home for a while.

To begin, I will model examples of personal journal writing for students (http://www.wikihow.com/Sample/Personal-Journal). Students will be given the opportunity for feedback from me by submitting their notes throughout the unit. They will also have an opportunity for peer assessment by having a partner edit their journals before submission.

Fishbone Activity

Intended OutcomesThe ultimate goal for this independent project was to find ways to make my classroom more inclusive. It did not take me very long to realize that the best way to do this is to include literature that was more reflective of my students identity. I hope to continue this idea in September and, with my department, find more effective ways of engaging students of all cultures.

Works CitedCanadian Immigration Facts and Statistics. http://www.canadafaq.ca/canadian-immigration-facts.phpBean, Thomas W., Paul Cantu Valerio, Helen Money Senior, and Fern White. "Secondary English Students' Engagement in Reading and Writing About a Multicultural Novel." The Journal of Educational Research 93.1 http://www.jstor.org/stable/27542244Abrams, Dennis. "Why Is There Not More Diversity in Young Adult Fiction? : Publishing Perspectives." Publishing Perspectives. http://publishingperspectives.com/2014/04/why-is-there-not-more-diversity-in-young-adult-fiction/"2011 Census Profile." Statistics Canada. Government of Canada, n.d. Web. 11 July 2014.Fleming, Jacqueline et. Al. Effects of Multicultural Content on Reading Performances. Texas Southern University Presshttp://www.tsu.edu/pdffiles/admissions/GUAC/multicultural_effect_on_reading.pdfQuick Facts: Ontarios Equity and Inclusivity Strategy. Ontario Ministry of Education. http://www.edu.gov.on.ca/eng/policyfunding/equityquickfacts.pdfGlazier, Jocelyn and Jung-A Seo. Multicultural literature and discussion as mirror and window? International Reading Association, 2005. http://olms1.cte.jhu.edu/olms/data/resource/2037/la_priorknow_practitioner.pdf