Cultural Concepts and Perspectives
(KSA - 001)
Culture
What do you think of when you hear the term “culture”?
Look at the terms on page 34.– What are the differences between these two
descriptions of culture?Surface Culture
Visual, observable, external & concrete
Deep Culture
Who you really are - “soul”Embedded, internal, abstractHarder to change
Culture
Look at the terms on page 34.– Which elements do we consciously address?– How can we more successfully negotiate and
acknowledge the deeper elements in our classrooms and curriculum?
Culture Counts
“The first premise is that culture is at the heart of all we do in the name of education, whether that is curriculum, instruction, administration, or performance assessment. Culture refers to a dynamic system of social values, cognitive codes, behavioral standards, worldviews, and beliefs used to give order and meaning to our own lives as well as the lives of others
Culture CountsEven without our being consciously aware
of it, culture determines how we think, believe, and behave, and these, in turn, affect how we teach, what we teach, how we relate to children and each other. Our society’s predominant worldview and cultural norms are so deeply ingrained in how we educate children that we seldom think about the possibility that there may be other different but equally legitimate and effective approaches to teaching and learning.” Geneva Gay (2000)
Cultural Treasure Hunt
Page 35. Complete the Cultural Treasure Hunt at
your tables.Page 37.Why address issues of culture in the
classroom?Popcorn
We Speak America (Video)
This video explores the complexities of identity, immigration, culture, and language issues faced by parents, young adults, teachers and students.
Discuss page 38 at your table, then with the group.
Background Factors . . .
Language– How developed L1 is– Status– Resources available– Linguistic similarities/differences between
L1 and English– Ability
Background Factors . . .
Socioeconomic Status– Are basic needs met?– Working students– Care for siblings– Housing– Health care availability
Background Factors . . .
Culture– Gender expectations– Support systems– Rank in family– Literacy traditions– Similarities/differences with American
culture– Intragroup/Intergroup
Background Factors . . .
Experience– Immigrant/Refugee/Undocumented
(voting/citizenship status)– Trauma– Age when English acquisition began
Background Factors . . .
Education– Prior education (Nora from the video)– Literacy in L1– Print in home– Parents’ background and level of education– Parental support for education & language
acquisition goals
Quickwrite
Describe two background factors that affect ELs.
How does each factor contribute to promoting or impeding learning, language acquisition and school adjustment for English learners?
What are the implications of this for your own teaching?
Role of Culture in the Classroom and Schools
(KSA - 005)
Drink Cultura - José Antonio BurciagaListen as I read to you an excerpt from
the chapter “All Things I learned in School. . .”
Can you recall a time when something you learned at school didn’t match what you’d learned or practiced at home? Share with your table.
What do I know - page 41
Jot down your gut level responses regarding students from these cultures on the “What do I know?” . . .
How do I know these things?
What do I know - page 41
What is your reaction when you hear that tomorrow you are getting a new Korean immigrant student?
What are your expectations?Take the same student to Japan. . .As there is a negative sociopolitical
relationship between Japan & Korea, the results are that Korean students usually perform to the level of expectation.
What do I know - page 41
Additional examples: Finnish in Sweden, Kurdish in Turkey, and the French in Vermont
Teaching Styles - CLAD 284
Looking at the CLAD Handbook on page 284, consider the identified teaching styles listed. . .(chart not in CTEL book, paragraph on pg 307)
Where do you see yourself?How can your own cultural beliefs,
attitudes and assumptions affect their management style, teaching style, and interactions with students and parents.
Complete page 42. . .
Ways to Find out About. . .
Page 43: what are some strategies for finding out about your students’ home cultures and cultural experiences?
Using observation, community resources, home visits, interviews, informal conversation and written & oral histories . . .
How have you or could you use any of these strategies?
Promoting Culturally Inclusive Learning Environments
(KSA - 006)
Promoting Culturally Inclusive Learning Environments -pg 44Brainstorm alone or with your table. . .Share with the group.
Factors that contribute . . .pg45
High Expectations– For ALL children
High Level of Respect for Cultural & Linguistic Diversity:– Valuing and Validating the primary
language and its use.High level of interactions:
– Cooperative/collaborative group work
Factors that contribute . . .pg45
Multicultural Perspective– Infuse throughout the curriculum
Use of proactive approach to cultural conflict– Openly discussing prejudice,
discrimination, racism, stereotypes, intergroup relations
Factors that contribute . . .pg45
Zero Tolerance– For culturally insensitive behavior
Strong parent/guardian and community involvement:– In class and school activities in school
organization programs.
Factors that Contribute . . .
After taking notes on the factors, come up with one concrete example for one of the factors listed. Then:
Record one good idea on a square on page 46
Give One, Get One . . . Mingle and ask for ideas from classmates. . . Page 47: Quickwrite. Complete
Culturally Inclusive Curriculum and Instruction
(KSA - 008)
3-2-1 . . . Page 48
Fill out the 3-2-1 activity1. Three titles of multicultural books you
have read in your classroom2. Two perspectives of involvement of
immigrant parents in their child’s education
3. One social action you’ve seen your students involved themselves with. . .
Banks: Approaches to Multicultural Curriculum Reform -page 49(CTEL – page 325)After discussing Banks’ model,
discover where you are as a teacher, a district. . .
Page 50. Complete self-assessmentCould you develop a lesson with a
multicultural perspective?– Make sure to access the students’ prior
knowledge and contextualize the language and content for students.
Family & Community Support
(KSA - 007)
Parent Voices
Share your quote with as many people as possible.
Listen to Pat Mora’s Nepantla . . .Read through and answer the
questions from page 52. (CTEL, page 333)
ELAC/DELACDesign a school policy to address one
of the questions on page 52. Include a timeline & share at your tables
So They May Speak - Video
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