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hapter 14hapter 14Students with Linguisticsand Cultural Differences

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PresenterErcilia Delancer

RED 6546

Diagnosing Reading Disabilities

University of North Florida

October 20, 2009

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Students with Linguisticsand Cultural Differences

Are those who:

Speak standard EnglishSpeak non-standard English

Are bilingual

Speak no English at all

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Newcomers to the U.S.

include:Asians

Latinos/Hispanics

Pacific IslandersMiddle Easterners

Africans

East Indians

Europeans

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Where do most of them

settle?In major port cities in states such as:

New York

CaliforniaFlorida

Texas

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Are not all newcomers

alike?Newcomers are quite different in terms of

social economic status as some come fromprofessional backgrounds and have high

earning potential while others come fromimpoverish backgrounds and live at or nearthe poverty line.

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How many EnglishLanguage Learners do wehave in our classrooms?There are about 5 million ELL students in the

United States.

42% of all classroom contain at least one ELLstudent.

The largest percentage of ELL is of

Latino/Hispanic descent comprising 70% of allELLs.

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All Latino/Hispanic Students

are the SameA common misconception among teachers is

that all Latino/Hispanic students share the

same Spanish language use, culture andsocial economic status.

Students from Mexico, Central and SouthAmerica differ significantly in all of these

aspects.

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Concerns about ELLInsufficient time is devoted exclusively to

expanding knowledge of English vocabularyand structure.

Ignorance about the students rich knowledgeof their first language

Disregard for bilingualism as students struggleto retain their first language while acquiringEnglish.

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Approaches for Teaching

ELLImmersion English only instruction

Sheltered approach First language instructionat first while acquiring English.

Two-way bilingual Instruction in both Englishand the first language for the entireclassroom.

Bilingual Instruction in both first languageand English for ELLs only.

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Cultural DifferencesTwo aspects of cultural diversity that impact

teachers and education are:

A) differences in concept development thus theneed to be alert for ways to incorporatestudents experiences into learning activitiesand the lack of prior knowledge that mightpossibly exist.

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Cultural DifferencesB) differences in value systems

Middle class values are the norm in mostschools in the United States: hard work,delayed gratification, goal oriented andindividualism. Other cultures might valuetime off, present time orientation, and groupachievement.

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How to Bridge the

DifferencesAsk your ELLs students if the activity they are

about to practice is something familiar tothem. If not, take the time to explain it.

Stock your classroom with books that introducethe ELLs culture to the rest of the class.

Obtain a calendar with the worlds holidays andmention those that apply to ELLs.

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At-Risk StudentsPhysical Impairments

Emotional Disturbances

Drug AbuseOften from Urban or Rural Areas

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Successful StudentsAre read aloud to by older siblings

Come from homes with fair discipline

Have a home full of books

Come from an organized home

Have parents who keep up with current events

Have parents who read

Have parents who value educationHave parents who show an interest in their

children and their childrens interests

P.470

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School Related ProblemsLow- Expectations

Unavailable Resources (books, tutors, etc.)

Lack of help programs

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Success for All2 parts: Regular classroom reading and

tutoring

Students grouped according to reading level

Small group instruction (15 students)

Uses basal reading material along with othermaterial

Progress checked every 8 weeks

PARENTAL INVOLVEMENT!

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Goal of Success for All?This program tries to ensure that all students

learn to read the first time they are taught

Used in grades 1-3

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America ReadsTutoring program for at-risk studentsPairs at-risk students with college students on

government money

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Illiteracy and Functional

IlliteracyIlliterate: an individual who lacks the ability to

read and write (p.476)

Functional Illiterate: older youths and adults

who read, but to such a limited extent thatthey cannot understand basic writteninformation needed to function in their dailylife (p.476)

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How many people in the

U.S. are Illiterate?4% of U.S population (estimate) illiterate

5% of U.S population (estimate) functionallyilliterate

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How do we Determine

Illiteracy?Reading Level. eh

Grade Completed. eh

Skills Mastered. hmmm

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How to teach an adult to

readOrganic PrimersSong lyrics

Poetry

Important! Reading strategies advocatedthroughout this book are appropriate for adultclients. While suitable materials may bedifferent in format and content, adults muststill learn to identify unknown words andcomprehended the message. (p.480)

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The Important StuffJob applications