iris module.pdf

OneNote https://usc-onenote.officeapps.live.com/o/onenoteframe.aspx?ui=en-U... Iris module Monday, September 09, 2024 2:58 AM Culture is also a way of describ...

OneNote https://usc-onenote.officeapps.live.com/o/onenoteframe.aspx?ui=en-U... Iris module Monday, September 09, 2024 2:58 AM Culture is also a way of describing the combination of the various groups to which one belongs— racial, ethnic, religious, and social, among others. To be part of a culture generally entails sharing a variety of customs, attitudes, practices, values, educational expectations, and ways of relating to others. And, though many cultures share particular attributes and values, it is important to remember that major differences exist between and within them. Even our most basic personal interactions like handshakes are subject to cultural influences. When we encounter someone who greets us in an unfamiliar fashion, however, we might conclude that the individual is unprofessional or is acting in an inappropriate manner. This is often not the case; there are, in fact, many “correct” ways to offer greetings, and these vary widely by culture. Though it is true that particular styles and values might be central to a cultural group’s beliefs, individuals may alter their cultural identities as they learn about others’ attitudes, values, and traditions. Likewise, a person might choose to abandon some of the cultural beliefs that were important elements of his or her upbringing. Cultural beliefs, that is, are not fixed; they can change. A variety of experiences or circumstances can influence an individual’s cultural beliefs, a few examples of which are presented below: The person attends college The person moves from one country to another The person experiences a life-altering change (e.g., prolonged unemployment) Much as learning influences our values, culture shapes and influences the way we learn. Culture also shapes the nature of today’s classrooms. Statistics reveal that in the United States today a significant number of students from culturally and linguistically diverse (CLD) backgrounds are enrolled in the nation’s school systems. Cultural competence refers to an ability to learn from and respectfully relate to other cultural backgrounds, heritages, and traditions. It comes from acknowledging and understanding one’s own culture and values while respecting those of others. Teachers work hard to provide meaningful and effective instruction. However, it is often the case that unperceived cultural differences in the classroom lead teachers to choose instructional methods that may conflict with the needs of their students. To become culturally responsive, teachers should engage in an ongoing process of: Understanding that culture has a role in education Actively learning about students’ cultures and communities Learning about the beliefs and values of a variety of cultures, whether or not those cultures are represented in the class Broadening their awareness and gaining insight into issues facing diverse students, families, and communities Another way for teachers to become culturally responsive is to practice on-going reflection—an undertaking through which teachers identify their thoughts, values, and behaviors about their own and other cultures. Such reflection allows teachers to gain deeper levels of self-knowledge and recognize how their personal worldviews can influence their teaching and shape their students’ concepts of self. It creates opportunities to reconsider stereotypes and gives teachers the chance to consider how their instruction might be improved. Teachers may find it uncomfortable or difficult to reflect upon their own culture. Some might even believe that they do not have a culture. As a result, many teachers do not recognize that their own culture influences their expectations about students and, in turn, affects their students’ performance. There are many ways for teachers to learn about other cultures. They might attend a professional development workshop, interview students and individuals from diverse groups, or read cultural biographies or histories. By doing these things, teachers can begin to recognize that some of their students experience the world in different ways. Teachers better understand and affirm students when they do not adopt a culture-blind attitude. As teachers learn about their students’ cultures, they should be careful not to make assumptions or generalizations based on cultural stereotypes. A number of factors have an effect on a family’s beliefs and the ways in which that family lives: the length of time they have been in the country, their level of acculturation, socioeconomic status, educational background, and reason for immigration, among others. As teachers learn about other cultures, they should also be mindful of their students from diverse backgrounds who have disabilities. Cultural perceptions about disabilities may also vary between and within cultures. Disabilities may be viewed in a variety of ways, for example as: A condition to be corrected A natural personal characteristic A reflection of an individual’s differences for which adaptations and accommodations should be made Something that brings shame or pity to families A spiritual gift or blessing The practice of ongoing personal reflection and learning about cultures provides teachers with the information they need to develop culturally responsive instruction. It is equally important for teachers to recognize that schools and the classrooms within those schools also have different cultures. Frequently, school cultures unintentionally endorse specific values belonging to the dominant culture while failing to consider the values of other cultures. Inequities in school practices, along with 1 of 5 9/10/24, 2:34 AM OneNote https://usc-onenote.officeapps.live.com/o/onenoteframe.aspx?ui=en-U... stereotypes, can erode students’ strengths, lessen their motivation, and compromise their educational outcomes. In many instances, administrators, teachers, and other school staff who do not adequately take cultural diversity into account may find that students: Feel unaccepted and, as a result, demonstrate acting-out behaviors Are not sure how to succeed in school Believe that their skin color or ethnic characteristics (e.g., manner of dress) make them somehow inferior or too different from the school culture Feel embarrassed because they speak English with heavy accents and so experience stress or anxiety during class When teachers learn about their students’ backgrounds and personal experiences, they have the potential to change how they provide instruction. Further, teachers who embrace a fuller understanding of their students’ backgrounds and personal experiences can use them as a tool to make connections for their students. Teachers can do this by: Including curriculum content about the histories, contributions, experiences, points of view, and concerns relevant to students from diverse backgrounds Providing curriculum content to students in a way that is validating and meaningful Using a number of sources in addition to textbooks to provide curriculum content Making connections between background knowledge and content standards Utilizing an array of instructional strategies (e.g., role-playing exercises, response cards) to address students’ distinct preferences Teaching students to respect their own and others’ cultural identities and differences Promoting multicultural education during instruction as well as during other school activities Using multicultural literature to teach reading and writing and to illustrate the social or cultural contributions made by various groups of people Another important factor that culturally responsive teachers keep in mind is their students’ linguistic diversity. To become responsive to linguistic diversity, teachers should familiarize themselves with students’ styles of communication, always remembering how challenging education can be for those students whose communication happens to differ from that of the school culture. Such variant styles of communication can shape in-class interactions as well as personal ones. For example, in a typical classroom, students are expected to listen attentively to their lessons. Afterward, the teacher might ask specific questions, but the students are expected to wait for acknowledgement before responding. When they do respond, students are usually expected to do so in a manner that is concise and to the point, maintaining eye contact, restricting their physical movements, and checking their emotions. By contrast, culturally responsive teachers understand that some groups of students are accustomed to communicating through: Dramatic presentation Conversational and active participatory discourse Gestures and body movement Rapidly paced rhythmic speech Metaphorical imagery Culturally responsive teachers also recognize that some students organize their ideas differently than do those who are more familiar with the dominant cultural style. For example, students may use topic association or topic chaining, a circular communication style that omits explanations about the relationships between topics. For teachers more accustomed to a straightforward, linear style of communication, it may sound as though the speaker is rambling and failing to complete his or her thoughts or is unable to think logically. Cultural Connection Mr. Bennett realizes that he had made inaccurate assumptions about some of his students based on their communication styles. To be more culturally responsive, he makes efforts to: Create a classroom environment that is accepting of all students and respects diversity Learn about the intent behind students’ communication rather than reacting negatively to the communication style itself Listen to what students say rather than to how they say it Encourage all students to participate in class discussions and activities How does linguistic diversity influence classroom performance? Page 5: Language Acquisition In the United States today, a significant number of students speak English as a second language. Despite their growing numbers, however, many teachers may feel unprepared to provide instruction for students with a variety of language needs or who are at different stages of mastering English. One way to alleviate this uncertainty is for instructors to learn the basic tenets of second-language acquisition. Second language proficiency develops incrementally, somewhat like first language development. Teachers who have an understanding of the developmental language stages are more likely to be able to provide appropriate and differentiated instruction to English learners. See the table below for an overview of the stages of second language acquisition. Stage I Silent/ Receptive or Preproduction Stage (up to six months) During this stage, students typically maintain a silent period. When they interact, they tend to do so by gesturing, nodding, or using “yes” or “no” responses. Stage II Early Production Stage (can continue for an additional six months after Stage I) 2 of 5 9/10/24, 2:34 AM OneNote https://usc-onenote.officeapps.live.com/o/onenoteframe.aspx?ui=en-U... During this stage, students are able to speak using one- or two-word phrases and to indicate their understanding of novel information by responding to simple questions (e.g., “who?” or “what?”). Stage III Speech Emergence Stage (can last up to one year) This stage sees students employing short phrases and simple sentences, though difficulty with language usage may sometimes inhibit their ability to communicate. Stage IV Intermediate Language Proficiency Stage (can take another year after Stage III) During this stage, students are capable of formulating longer and more complex statements, of requesting clarification, and of expressing their own thoughts and opinions. Stage V Advanced Language Proficiency Stage (can require five to seven years to gain proficiency) In this stage, students are able to use English in a manner similar to their native English-speaking peers. Note: In each of these stages, the student’s receptive language (i.e., understanding) is generally better than their expressive language (i.e., speaking). As students progress through these stages, they develop two types of language proficiency: social and academic, often referred to as BICS and CALP. Basic Interpersonal Communicative Skills (BICS)—Refers to a student’s ability to understand basic conversational English, sometimes called social language. At this level of proficiency, students are able to understand face-to-face social interactions and can converse in everyday social contexts. These social language skills—generally acquired in approximately two years— are sufficient for early educational experiences but are inadequate for the linguistic demands of upper elementary school and beyond. Because teachers are often unaware of this distinction, they sometimes misinterpret the fluent English their students use when speaking to their peers as an indication that those students are English-proficient. When those same students struggle academically, teachers often discount language as a factor. This lack of knowledge about social and academic language often leads to inaccurate assumptions about a student’s ability, potentially resulting in: Low expectations for students Instruction that lacks appropriate scaffolds and supports Inappropriate referrals to special education Culturally responsive teachers create a classroom environment that makes students feel comfortable, regardless of their language differences. Students with diverse language needs can adequately meet academic goals when teachers use appropriate strategies and check for student understanding. Also important for ensuring student success is for instructors to provide supports, examples include: manipulatives, word walls, real objects, pictures or graphics, cooperative learning, building on background knowledge, reading aloud interactively, labels, and technology. Manipulatives are hands-on materials that help students to understand abstract concepts. Teachers should demonstrate how to use manipulatives as they model the connection to a concept or a vocabulary term. Word walls are used to display vocabulary that students are expected to learn. Teachers can pre-teach these words to students and later refer to the word wall during instruction as a way to support students’ learning. Real objects, pictures, and graphics support the information presented in an existing lesson plan. Organized teachers plan ahead and have these resources available for classroom use. Students can work in small groups to maximize learning. Working with peers provides academic supports and creates more opportunities to practice language skills. Cooperative learning also supports students from cultures that value collaboration over independent effort. Using information gathered from students, their families, or a bilingual liaison, teachers can tie new concepts and terms to students’ knowledge, cultural backgrounds, and previous experiences. Doing so allows students to make connections between their experiences and the vocabulary terms used in the lesson. When they read aloud together, teachers and students make use of gestures, listener participation, and different voices to denote individual characters. A read-aloud strategy provides language models for students and allows them to better comprehend the information. To help students to learn vocabulary, teachers can label items around the room both in English and in the students’ native languages. Used wisely, technology can be a useful aid in teaching new concepts to students. Teachers may find it is beneficial to convey ideas or information to their students by showing them video clips or movies, engaging in simulation activities, or playing an interactive game. Research demonstrates that when families participate in their children’s education, those children make academic gains. This being the case, it is important for teachers to work to increase family involvement in students’ academic lives. Culturally responsive teachers acknowledge that cultural and linguistic differences can play a big part in whether families become involved with school. The table below outlines a few of the challenges related to family involvement and suggests some ways that school staff can respond. Challenge Possible School Solutions Language differences between the school Learn some basic words and phrases in the and the student and his or her family. families’ first language. Family members are uncomfortable Use interpreters or school/ community liaisons discussing questions or concerns with to translate communication between family educators because of their limited members and educators. (Do not expect language skills. students to act as interpreters.) School-related forms or documents Hire some staff with bilingual skills. are in English, or are translated using Conduct parent workshops on how to interpret formal writing, which may be difficult and respond to progress reports, report cards, for family members to understand or and standardized test scores. interpret. Provide information about literacy development at home and expectations 3 of 5 9/10/24, 2:34 AM OneNote https://usc-onenote.officeapps.live.com/o/onenoteframe.aspx?ui=en-U... pertaining to homework completion. Offer English classes for parents. Varied family compositions. Learn about the composition of the family (e.g., stepparents, grandparents, aunts, uncles) and anyone actively involved in the care of the student (e.g., neighbors and clergy). Work with the family to identify whom to contact regarding school issues. Culturally based perceptions about school Address generalizations and assumptions involvement. made about members from different cultural Parents and guardians may groups. demonstrate their support in different Reach out to find ways in which families might ways. connect (e.g., create a parent room in your Family members view teachers as school where parents can meet with other experts and do not feel comfortable parents). questioning their authority. Expand families’ knowledge of the school culture and its expectations for family involvement. Anxiety about residency and its effects on Build trust (e.g., meet with family members in family participation in school. a place they feel safe such as home, a local community center, or work site). Just as family involvement can increase a student’s success in school, creating partnerships within the community may also positively influence the academic success of students from diverse backgrounds. Members of the community might offer a deeper understanding of a given cultural background than is otherwise available to school personnel. To strengthen programs and policies in the educational environment, school staff might: Invite community members to supplement classroom instruction in the students’ home language. Inform family members about classes and programs offered by community organizations (e.g., career planning, citizenship, computer literacy, health). Encourage community and business leaders to support and participate in school functions. Invite community members to participate in daily school activities such as involving them in instructional tasks, enlisting their help in the lunchroom, asking them to help with tutoring, and calling upon them to take part in special events. 4 of 5 9/10/24, 2:34 AM OneNote https://usc-onenote.officeapps.live.com/o/onenoteframe.aspx?ui=en-U... 5 of 5 9/10/24, 2:34 AM