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Cultural Diversity
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Confucius
All men are prettymuch alike. It is
only by culturethat they re setapart.
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Social classa groupsprestige and power in a society.
SES a term used by sociologist for variations inwealth, power, control over resources, and prestige.
Economic and Social Class
Differences
High-SES students
Higher average level ofachievement on test scores
Stay longer in school than
low-SES students.
High cognitive skills
Low-SES students
Suffer from inadequatehealth care
Teachers lowered
expectations on them.
Low self-esteem, learnedhelplessness, participationin resistance cultures andschool tracking
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Effective strategies for low-SES students
Improve thinking and language skills
Understand the students from impoverished families are not likelyto have access to the same resources as those from middle-incomefamilies
Dont over discipline
Make student motivation a high priority
Think about ways to support and collaborate with parents.
Look for ways to involve talented people from impoverishedcommunities
Observe the strengths of children from low income backgrounds
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culturally transmitted behaviorEthnicity
biological transmitted physical traitsRace
prejudgment or irrational generalization about an entirePrejudice
either numerically or historically unempoweredMinority group
schema that organizes knowledge or perceptions abouta category.Stereotype
treating or acting unfairly toward particular categories ofpeople
Discrimination
the extra emotional and cognitive burden that yourperformance in an academic situation might confirm a
stereotype that others hold on you
Stereotype threat
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ale
VS
female
Right brain non verbal learner
& recall facts and info
Left brain verbal learners & use
words to learn
Superior on task that require
mental rotation ob objects
Better on task that require
acquisition and use of verbalinformation
Higher possibility engage in
antisocial behavior, more curious,
explores, and have a difficult time
resisting temptation
Less impulsive, more fearful and
anxious but tend to be more
nurturing
Have more external network of
friends
Show more concern with the welfare
of the group and tend to
compromise
Blame failure on external
circumstancesBlame failure on themselves
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Listen
Affirm student YOU ARE NOT ALONE
Refer to expert
Address harassment issues in school
Follow-up
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Langu ersity
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Why do you think Bilingualism is important?
It gives a chance to acquire a new knowledge
It has positive effect on childrens cognitive development such as
attention, concept formation, analytical reasoning, cognitivecomplexity.
Students of bilingualism are more conscious about the structureof spoken and written language and better noticing errors ofgrammar and meaning which improves their reading ability.
Bilingualism
The ability to speak two languages
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BilingualEducation
English as a second language (ESL)
A widely used term for bilingual education programs and classes that teach English to
students whose native language is not English.
Main ways to teach English Language Learners (ELL) students are:
.
English immersion
Students are taught mainly orexclusively in English
Transitional bilingual
education
Students are taught reading orother subjects in their nativelanguage for several years and
then moved into Englishclasses.
Two-way or dual,
bilingual education
Students of both native English-speaking students and ELLstudents are integrated in a
bilingual classroom.
A minimum of 30% of the classneeds to be ELL students.
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Do I need to know all of the languages represented in orderto teach them?
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What do I need to know?
Stages of Language Acquisition
Realize that instructional strategies to enhance learning for
English learners, enhances learning for ALL students
Recognizing how students are using their literacy knowledge
in their first language to learn English
Recognizing misconceptions of bilingualism
Be aware of implicit messages about language value
NO!
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Stage 1: The Silent/Receptive orPreproduction Stage
Stage 2: The Early Production Stage
Stage 3: The Speech Emergence Stage
Stage 4: The Intermediate LanguageProficiency Stage
Stage 5: The Advanced LanguageProficiency Stage
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Instructional Strategies for ALL Students
Making curriculum accessible to bilingual studentsand English language learners
Demonstrating sensitivity to cultural andlinguistic diversity
Providing relevant background knowledge
Analyzing material into content knowledgeand academic proficiency
Including language development and contentvocabulary development objectives andactivities
Using additional resources
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Include both language development and content vocabulary
development
Language development = curricular modifications to suggest
talking, reading, writing at studentscurrent level of English
proficiency
Vocabulary development
To teach new concepts, use known vocabulary
To teach new vocabulary, use known concept
Planning and Instruction
This is effective for all students such as native
speakers as well as bilingual and ELL students
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Planning and Instruction (cont)
Develop culturally and linguistically responsive teaching
Modify and adapt lessons to include culturally andlinguistically relevant information and examples toenhance student motivation
Use study resource guides appropriate for bilingualand English learners
Maximize use of visual aids, photographs, slides,sketches, videotapes, audio tapes etc.
Provide live demonstrations or modeling and use alternateand supplemental books such as picture books etc.
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Implicit Messages of Language Value
Reinforcement of English only practices sends clear messages about
value of native language and culture, and in turn identity
Deficit perspectives often manifest themselves in the ways that English
language learners and students of color in general are labeled in
schools. These labels have a profound effect on identity development
for these students.
at risk
developmentally delayed
not ready to learn
In practice, dual language programs despite missions to give 50/50
attention to each language, favor of English.
ExampleWe are here to learn.
H d l i h li i i ll d
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How to deal with linguistically and
culturally diverse children in classrooms?
Provide newly acquired vocabulary language and
model appropriate use of English.
Recognize that all children are
cognitively, linguistically, and
emotionally connected to the
language and culture of their
home.
1
Acknowledge that
children can
demonstrate their
knowledge and
capacity in many
ways.
2
Without comprehensibleinput, second language
learning can be difficult.3
4
How to deal with linguistically and
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How to deal with linguistically and
culturally diverse children in
classrooms? (cont)
Good communication
with non-native English
speaking parents
Actively involve parents
and families in the
early-learning program
and setting
5 Recognize that children can and
will acquire the use of English even
when their home language is usedand respected.
6
Collaborate with
other teachers to
learn more about
diverse children
7 8
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This movement called
MULTICULTURAL EDUCATIONenables teachers and educators to give value to
the differences in prior knowledge, experiences of
learners from diverse background and familiaritywith students histories of diverse cultures.
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Diversity of Learners and
the major goal of multicultural education is to
transform the school so that the male and female
students, exceptional learners, as well as students
coming from diverse cultural, social-class, racial andethnic groupswill receive an equal opportunity to learn
in school.-James Banks
Multicultural Education
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Diversity is an apart of the nature of the human species,
and students are and always have been different from
one another in a variety of ways
Why diverse?
Gender
Religion
Disability Family back ground
Citizenship
Low self esteem
Introvert
Unsocialise
Lack of confidence
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4 basic culture
characteristics
Culture is learnedCulture is shared
It is taught to others
Children learn patterns byimitating adults anddeveloping attitudesaccepted by others.
Common practices and beliefs areshared with others in a cultural group
Circumcisions are common practice
within the Caucasian culture
Culture is social in nature
Individuals in the group understandappropriate behavior based on traditions thathave been passed down from generation to
generation
Traditional Hispanic culture believe women
marry and raise children
not get educated
Culture is dynamic and constantly changing
New ideas maygenerate differentstandards for
behavior This allowsmembers to meetthe needs of thegroup by adaptingto environmentalchanges
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Develop and foster a democratic and just society where all groupsexperience cultural democracy and empowerment
Improve academic achievement of all students
Help the students to develop the knowledge, attitudes and skills
needed to function within their own and other micro cultures,
and within global community
Provide opportunities to gain cultural competency
Goals of
Multicultural Education:
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How do we achieve these GOALS?
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To achieve these goals, it is very important forteachers to be knowledgeable about differences
in cultures, religion, ethnicity, and even the
language spoken by the students.
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Suggestions to understand multi-cultural learners:
Learn as much about and become as sensitiveto andaware of racial, ethnic, cultural and gender groups
other than your own
Never make assumptions about an individualbased
on their perception of that individuals race, ethnicity,
culture or gender
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Suggestions to understand multi-cultural learners:
Avoid stereotyping
Get to know each student as a unique individual:
Walk in the footsteps of all your students
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Uniformity continues to dominate our school practices.
Most schools still function as if all students were the
same: Use the same textbooks and the same materials for learning.
Work at the same pace on the same quantity of learning
material
Study the same content and work through the samecurriculum on the same schedule
Teachers talk with whole groups of students, delivering the
same information at the same time to everyone
Schools conduct the same examinations for all to measure the
success of the learning.
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Malaysia: Policies
Every student benefits from an outstanding teacher
and an engaging learning experience.
Every student and teacher deserves to be treated
with respect.
Every student should have an opportunity to reach
his or her individual optimum potential.
Every student should master specific basicknowledge skills.
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DisabilityOne of the main groups under diverse learner is children with
special needs.
i. hearing impairments
ii. visual impairments
iii. learning disabilities
Categories of students with learning disabilities
i. Downs Syndrome
ii. Mild Autistic Tendency (Autism)
iii. Dyslecsia
iv. Epylepsy
v. Attention Deficit and Hyperactive Disorder (ADHD)
vi. Minimal Mental Retardation
vii. Specific Learning Difficulties
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Issue:
Meeting the Diverse Needs of Young Children
receiving increased numbers of children with
disabilities or developmental delays increase in racial, ethnic, and cultural diversity
teachers SHOULD create classrooms that are
responsive to the diverse needs of all children.
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Treat students as individuals whose identities are complex and unique.
For example, use open-ended questions - of their experiences or observations
without calling on a student to speak for his or her race/gender/culture. Also,
learning to pronounce all of the names correctly shows respect for varied
backgrounds.
Encourage full participation while being aware of differences which may
influence students' responses.
For example, make eye contact with everyone, increase wait time to include
less assertive and/or more reflective students, ask questions that draw out
quieter participants or challenge dominant students in small groups, or talk
with students outside of class to provide encouragement.
f ff
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Vary teaching methods to take advantage of different learning styles and to
expand the repertoire of strategies tried by each student.
For example, foster peer relationships with in-class collaboration, include
concrete examples whenever possible, use visual or dramatic presentations, or
value personal knowledge and experience when students share it.
Promote a respectful classroom climate with egalitarian norms and
acceptance of differences.
For example, encourage student projects involving diverse perspectives, discuss
guidelines or "ground rules" for good participation, and monitor language use
for implicit assumptions, exclusions, or overgeneralizations.
Beware of possible student anxiety about their performance in a
competitive environment but try not to "overprotect."
All students - including those whose personal or cultural histories may includebeing a target of stereotypes and discrimination - need straightforward
comments on their work delivered with tact and empathy, and early feedback so
that they can change their learning strategies or get help if needed.
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Avoid highly idiomatic English.
Idioms are especially confusing for non-native speakers or any student who
may have been raised in another country or another region of theMalaysia.
Provide some linguistic redundancy.
Particularly non-native speakers, benefit from both seeing and hearing
language
Use diverse examples rather than ones which assume a particular
background or experience.
Make sure you aren't consistently assuming all your students share that
experience. For example, notice when many of your examples are based on
cultural or regional knowledge, hobbies favored predominantly by one
gender, or political or historical knowledge unfamiliar to those from other
countries
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Don't assume that students who don't talk don't know the
material.
Being quiet in the classroom and not "showing off" are
considered respectful in many Asian cultures.
Watch the type of humor that occurs in your classes to be
sure it denigrates no one.A large number of jokes involve putting down people who are
different in some way and who may already feel marginal
because of those differences.
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