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EQUITY AND MULTICULTURAL EDUCATION
EDU 5105 Dr. Dunlop Submitted by: Cohort 10B Alison Bruno Carmen Campos Vito D’Elia Sean Fox Carrie McDermott Lisa Omeis
Advocating Social Change in Schools and Communities
History
u Historically, schools have maintained an English-only policy.
u Bilingual Education Act (BEA) of 1968 mandated Bilingual education programs
u Shift in teaching landscape on a national level with new possibilities in multicultural education
u Debate over best instructional approaches for English language learners
Designing and Implementing Instructional Strategies Promoting Democracy and Equity for All Students
Promoting strength & value of cultural
diversity
Promoting human rights and respect for
those who are different
Promoting alternative life choices
Promoting social justice and equal
opportunity for all
Promoting equity in the distribution of
power
Developing Policy and Strategic Planning to Achieve Educational Equity Across Groups
v NCLB v RTI v Approaches to Literacy
*Basal Reader *Whole Language *Balanced Literacy
Identifying Global Approaches to Equity and Multicultural Education
Five Standards for effective and equitable pedagogy developed by The Center For Research on Education, Diversity, and Excellence (CREDE) (Slater & Grant, 2007):
Teacher & student
producing together
Developing language
across the curriculum
Making meaning
Teaching complex thinking
Teaching through
conversation
Social Language Academic Language
Acquisition
Social Misconceptions about Language Learners and Linguistic Abilities
When trying to implement change in our schools and communities, we must first understand the differences between the English social language and academic language acquisition skills. Cummins (1980) cited research whereby immigrant children took, on average, five to seven years to progress successfully through the cognitive academic language proficiency (CALP).
Instructional Approaches
CONTENT AREA
Reading
Writing
Listening
Speaking
SIOP Model
SIOP Framework Eight Components:
Ø Preparation Ø Building background Ø Comprehensible input Ø Strategies Ø Interaction Ø Practice and application Ø Lesson delivery Ø Review and assessment
Conclusion
There is no single, unitary strategy that may be implemented that will promote language and cultural growth across all students. Educators need to keep abreast of current breakthroughs that assist in articulating equity, while honoring students’ cultural roots and providing access to pluralism in the classroom.
References
California Business for Education Excellence (2002). Reaching higher: Restoring excellence to California public education. Sacramento, CA: Author. Cummins, J. (1980). Psychological assessment of immigrant children: Logic or Intuition? Journal of Multilingual and Multicultural Development,
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Matters. Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire.
Clevedon, England: Multilingual Matters. Echevarria, J., Vogt, M. & Short, D. J. (2003). Making content comprehensible for
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