Upload
monica-andrews
View
216
Download
0
Tags:
Embed Size (px)
Citation preview
1
Taiwan Teacher Professional Taiwan Teacher Professional
Development Series:Development Series:
Seeking a Culturally Responsive Pedagogy
July 19, 2010
2
Goals and Objectives• As a result of this class, students will be able to:
• Articulate an emergent understanding of the complexity of teaching and working with culturally and linguistically diverse students.
• Discuss various myths & misconceptions about LA & the connections to our classrooms
• Share ideas about the teacher as a cultural broker in the context of our increasingly bilingual/multilingual environments of the 21st century.
• Acknowledge that L.A. is a life-long learning experience for all of us.
4
“Bilingualism”
Definitions
and
Distinctions
1. How does our class define Bilingualism?
2. Refer to “emergent” definitions you have created.
3. Now, how might this perspective look globally?
5
Bilingualism: A World Perspective
• The majority of the world’s population is actually bilingual or multilingual.• About half of the countries in the world have one official
language,
• Others have more than one official language.
• The “official” languages of some former colonies, typically French or English, are not the national languages or the most widely spoken language, but are the language of power and business.
6
Bilingualism
Consider these two distinctions:
An Individual possession
A group/societal possession
In seeking distinctions --
Are the two linked?
Should we consider both? Why?
7
The CHL learner:Early exposure to
Non-dominantHome language
L1:Non-DominantHL
English L2Development:English-onlymainstream
Speakers ofEnglish L2:L2A
HL development:
In sufficient input,Low social status,In adequate homeliteracy environment,Incomplete linguisticsystem
Re-learn CHLAs a foreign Language:HLA
8
Definitions & Distinctions
• Identify Difficulty /Challenges in TERMINOLOGY• Bilingualism - types• Ability vs. Use• Degree vs. Function• Language skills vs.
Competence & Performance• Ability and Proficiency (ambiguous term)• Achievement (outcome of formal instruction)
• Now, consider the role these terms and their definitions play in our schools
9
Definitions & Distinctions (con’t)
• Bilingual Ability• Four Language
Abilities (oracy/literacy)
• Listening, Speaking, Reading, Writing
• Fifth Language Competence
• Thinking
10
Definitions & Distinctions (con’t)
• Bilingual Ability• Labeling Bilinguals• Balanced Bilinguals• Additive & Subtractive
Bilingualism
• How do we measure bilingualism?• Schools• Society
11
More Definitions and Distinctions (cont.)
**B.I.C.S.Basic Interpersonal Communication Skills
Ability to communicate through
language on a very basic
level
“Social” language
**Jim Cummins(1983)
**C.A.L.P.Cognitive Academic Language Proficiency
Cognitive - thinking
Academic - reading, writing,
analyzing
Language - language
Proficiency - how well you use it
“Academic” Language
13
Additive / Subtractive
Additive Bilingualism Subtractive Bilingualism
Proficiency in two languages. Proficiency in one language.
First language/ culture is promoted and developed
Second language/ culture is intended to replace first language/ culture
High self-esteem Lower self-esteem
Increased cognitive flexibility Loss of cultural / ethnic identity
The acquisition of a second language does not occur at the expense of proficiency in the first language.
The second language replaces use and development of the L1, resulting in a state of L1 loss to the detriment of the L2 development
14
Goals and Objectives• As a result of this class, students will be able to:
• Articulate an emergent understanding of the complexity of teaching and working with culturally and linguistically diverse students.
• Discuss various myths & misconceptions about LA & the connections to our classrooms
• Share ideas about the teacher as a cultural broker in the context of our increasingly bilingual/multilingual environments of the 21st century.
• Acknowledge that L.A. is a life-long learning experience for all of us.
15
Myths & Misconceptions
• What are some of the myths & misconceptions about language learning?
• Why are these myths? Discuss in your groups.
• How & why might these be connected to the classroom setting? Significance?
• How do they apply to today’s learners? To you??
16
Connections• Now, think about our topic this evening. What
does it mean to you --• personally? • professionally?
• How do you see yourself as an L2 teacher working in a diverse classroom, and what knowledge and skills do you need to acquire/develop?
17
Goals and Objectives• As a result of this class, students will be able to:
• Articulate an emergent understanding of the complexity of teaching and working with culturally and linguistically diverse students.
• Discuss various myths & misconceptions about LA & the connections to our classrooms
• Share ideas about the teacher as a cultural broker in the context of our increasingly bilingual/multilingual environments of the 21st century.