Culturally, Linguistically and Economically Diverse
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Culturally, Linguistically and Economically Diverse






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Culturally, Linguistically and Economically Diverse Culturally, Linguistically and Economically Diverse Presentation Transcript

  • Culturally, Linguistically, and Economically Diverse Students by Dr. Paul A. Rodríguez
  • Some Starting Thoughts
    • Since 1990, the ELL population in US public schools has increased 101%
    • Many are “economic refugees”
    • These are not the only students struggling with poverty & cultural differences – Many native born students face these same obstacles
  • Linguistic Diversity
    • Obstacles to everyday communication
    • Obstacles to academic language
    • See Michalski ’s bibliographies for online language & linguistics resources and for multicultural read-alouds
  • Cultural Diversity
    • Eye contact – to make or not to make?
    • How to address teachers & other adults
    • How to behave in a classroom – stay in seat, etc.
    • How/when to communicate with the teacher – absence work, conferences, concerns
  • Cultural Diversity
    • How to work in groups – copy or own work
    • Different nonverbal communication – thumbs up, wave with palm showing, etc.
    • The meaning of laughter
    • Personal space
    • Keeping face & failure
    • Naming traditions
  • Economic Diversity
    • The underlying characteristics of generational poverty have surface representations at school – see Michalski ’s charts
    • Ex.: Important relationships & the reliance on people to survive = Students decide if they will work in the classroom based on whether or not they like you.
  • Economic Diversity
    • Rules of the middle class & high society
    • It is difficult for those students suffering from generational poverty to interface with the middle-class culture prevalent in most public schools (Michalski & Payne)
  • Core Elements of Teaching in a Diverse Classroom
    • Organized, colorful environment
    • Student-centered classroom where they feel safe & comfortable working together & learning from each other
    • Their experiences appear in instruction
    • Photos, music, films related to content
    • Group & pair work – contribute what can
  • Core Elements of Teaching in a Diverse Classroom (cont.)
    • Culturally diverse literature, music, etc.
    • Cultural, national, international, & global perspectives
    • Supplementary materials
    • Similarities & universals of human experience
  • Resources
    • Michalski, Marina. “Are We Speaking the Same Language Here? Considerations in Teaching Linguistically, Culturally, and Economically Diverse Students.” SDE National Conference on Differentiated Conference, Las Vegas, July 2007.
    • Payne, Ruby. (2001). A framework for understanding poverty. Highlands, TX: Aha! Process, Inc.