Developing an Intercultural Orientation in the Classroom and Community


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  • Freeman and Freeman introduce Richard Ruiz’s assertion that there three Language orientations. “ Language As a Handicap,” the earlier orientation, was prevalent up to the 1950’s. Educators and others with this view saw ELL speakers as having a “problem” in need of fixing. The goal was to quickly replace the original language with English. This was believed best accomplished by immersing the student into the mainstream classroom without additional support. During the 1950’s and 60’s, the concept of “Language as a Right” emerged. This was a move to respect the right of the learner to speak his or her native language. This movement was characterized by the introduction of transitional and maintenance bilingual teaching programs. Taking place against the backdrop of the Civil Rights Era, the “Language as a Right” philosophy was viewed by some as a bit to militant and socially divisive. “ Language as a Resource” is the modern approach to second language learning. This approach validates the students’ original language and culture. With the belief that the learner’s first language should be not only retained but developed. This views the classroom as a place for exchange and sharing of language and culture. Not only do ELLs get exposure to English, English speakers are taught the ELL’s language. Our presentation will be guided by this thinking. Image:
  • Cummins took a more holistic approach to the ELL’s circumstances by emphasizing in the importance not only of teaching and assessment practices but the role of language and culture in the classroom. He introduced two orientations: The Assimilation Orientation The Intercultural Orientation Image:
  • The Assimilationist Classroom is characterized by: No support of the learner’s native language No involvement of the minority community A traditional, “Little House on the Prairie” classroom and with traditional assessments. This will not be the classroom of the focus of our presentation Image:
  • The Intercultural Oriented Classroom incorporates learners’ languages and cultures into the lesson plan, invites the minority community to participate and uses transformative teaching, which offers learners differentiated opportunities to demonstrate knowledge and comprehension. This is the classroom that will be the focus of our presentation Image:
  • This video portrays a Dual Language immersion program— one example of an inter-culturally oriented classroom. Embed code: <iframe src="" width="500" height="281" frameborder="0" webkitAllowFullScreen mozallowfullscreen allowFullScreen></iframe> <p><a href="">2nd Grade Student in Spanish Dual Language Immersion Program</a> from <a href="">Go Public</a> on <a href="">Vimeo</a>.</p> <p>Abby Griffith and her twin are 2nd graders in San Rafael Elementary School's Dual Language Spanish Immersion Program. She is learning how to read and write (and sing) in two languages.<br /> <br /> For more information visit</p> Old Embed Code if above doesn’t work: <!-- This version of the embed code is no longer supported. Learn more: --> <object width="500" height="281"><param name="allowfullscreen" value="true" /><param name="allowscriptaccess" value="always" /><param name="movie" value="" /><embed src="" type="application/x-shockwave-flash" allowfullscreen="true" allowscriptaccess="always" width="500" height="281"></embed></object> <p><a href="">2nd Grade Student in Spanish Dual Language Immersion Program</a> from <a href="">Go Public</a> on <a href="">Vimeo</a>.</p> <p>Abby Griffith and her twin are 2nd graders in San Rafael Elementary School's Dual Language Spanish Immersion Program. She is learning how to read and write (and sing) in two languages.<br /> <br /> For more information visit</p>
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  • A simple activity students can do using Microsoft Office is to create a Venn Diagram to compare cultures. Using Word, Powerpoint or Excel, just choose INSERT > SMART ART > RELATIONSHIP > VENN DIAGRAM
  • “ The iPod makes it possible to deliver large quantities of comprehensible language to students in an efficient and convenient manner. One feature especially appealing to language teachers is the ability to give students contextual support with the help of the iPod screen, especially at the lower levels of proficiency” (McQuillan 2006)
  • “ Web 2.0 is about revolutionary new ways of creating, collaborating, editing and sharing user-generated content online. It's also about ease of use. There's no need to download, and teachers and students can master many of these tools in minutes. Technology has never been easier or more accessible to all” (Discovery Education, 2012) You and your students can use Voki to record and share messages. Be sure to check out the ELL lesson plans on their website! (Oddcast, Inc. 2012) “ Used by educators all over the world, Voxopop talkgroups are a fun, engaging and easy-to-use way to help students develop their speaking skills. They're a bit like message boards, but use  voice  rather than text and a have a specialised user interface. No longer confined to a physical classroom, teachers and students of oral skills can interact from home, or even from opposite sides of the planet! (Voxopop/Chinswing Pty Ltd, 2009) Embed code: <img style="visibility:hidden;width:0px;height:0px;" border=0 width=0 height=0 src="*xJmx*PTEzNTA2NzEyMTAyNzkmcHQ9MTM1MDY3MTIxNzcyMyZwPTk3NTA3MiZkPTAwMCUyMC*lMjBWb2tpJTIwV2lkZ2V*Jmc9/MSZvPTczOTA1OGEzMzNmZDRiMDk5MmIwYWZmNzUzYjgzYjRhJm9mPTA=.gif" /><object height="267" width="200" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000"codebase=",0,28,0" id="widget_name"><param name="movie" value="" /><param name="quality" value="high" /><param name="allowScriptAccess" value="always" /><param name="width" value="200" /><param name="height" value="267" /><param name="allowNetworking" value="all"/><param name="wmode" value="transparent" /><param name="allowFullScreen" value="true" /><embed height="267" width="200" src="" quality="high" allowScriptAccess="always" allowNetworking="all" wmode="transparent" allowFullScreen="true" pluginspage="" type="application/x-shockwave-flash" name="widget_name"></object>
  • Parents learn about how grades are used for college admittance; what classes are important and needed for children planning to attend college; how to navigate the school system, and other information vital to academic success of their children. (Freeman & Freeman p. 186) PIQUE Logo:
  • All of these applications can be used to reach out to parent or encourage minority community involvement. Click on the icons to visit their websites or learn more. How do wikis work video: Skype interviews with relatives and role models Bi lingual Podcasts and videos can inform parents and portray what is happening at school
  • Bookemon can also be used as a school or community collaboration tool as suggested on page 188 Click on the icons to learn more.
  • Source: Senteni, A. (2009).  “Transformative pedagogy.” Edutech wiki . Retrieved from
  • Wilson, C., Grizzle, A., Tuazon, R., Akyempong, K., Cheung. (2011).  Media and information literacy curriculum for teachers. the United Nations Educational, Scientific and Cul.  Retrieved from
  • E-pals offers a wealth of ready-to-teach projects that exemplify the transformative pedagogical approach. Or, post your project and invite collaborators to join you!
  • A 21 st century version of the Timeline Activity on p. 194. Click on the timeline to visit.
  • Emergent bi-linguals may be placed at a disadvantage when tested with traditional means. Advocacy in Assessment means allowing students to “show what they know” using a variety of more flexible methods. <iframe src="" width="560" height="758" frameborder="0" scrolling="no" marginheight="0" marginwidth="0" style="overflow: hidden;"></iframe>
  • Developing an Intercultural Orientation in the Classroom and Community

    1. 1. Developing an Intercultural Orientation with TechnologyChapter 7 Presentation Hilal Ulusan, Leslie PirtleDr. Sliveira TESOL 509 October 15, 2012
    2. 2. 1. Language As a Handicap –“Sink or Swim”2. Language as a Right – Divisive3. Language as a Resource – Bilingual or dual language classrooms (Freeman & Freeman 2011)
    3. 3. Assimilationist Intercultural
    4. 4. Only American culture and language is taught No minority community involvement Traditional Pedagogy & Assessment
    5. 5. Inclusive of Language and CultureMinority Community InvolvementTransformative MethodsShow What You Know
    6. 6. Did you know? 10% of public schoolstudents are ELLs! (Aud, Husser, Johnson & et al, 2012)
    7. 7. Dual Language ImmersionIf movie does not appear in your screen, click here:
    8. 8. “Schools that take an interculturalorientation see student diversity asan asset” (Freeman and Freeman 2011)
    9. 9. “Students aremore engaged inschool whencurriculumconnects back totheir backgroundand culture” (Freeman and Freeman , 2011)
    10. 10. Dragon Dances Football Games Parades FireworksAs a class, in groups or individually, students create a VennDiagram depicting cultural similarities and differences.
    11. 11. “The goal of good secondlanguage instruction, then,is to provide ampleopportunities for studentsto be exposed tocomprehensible messages—sometimes referred to ascomprehensible input.” (McQuillan 2006)
    12. 12. iPod, iPad &iPhone Apps
    13. 13. Web 2.0 Tools for EducationIf the Voki does not appear in the left side of this window, click here:
    14. 14. “…parent involvement [is] correlated with higher academic achievement” (Gandara & C
    15. 15. “Bridge” betweenschool and home16 LanguagesResearch connects toacademic success Parent Institute for Quality Education. (2010)
    16. 16. Discussion Boards Social Networking Videoconferencing Wikis BlogsPodcasts Videos Public Access TV
    17. 17. Encouraging First Language LiteracyE-Talking E-Reading E-Writing
    18. 18. Tablet devices offer a fun andinteractive way for parents toencourage 1stLanguage literacy
    19. 19. Transformative PedagogyRejects the view of Expands & informs“mind-as-container” via questioning & collaboration (Senteni, 2009) (Freeman & Freeman, 2011)
    20. 20. Sample Assignment:“Select any book or article written about yourcountry. It could be about your community, culture,or a specific event. Identify how different aspects ofthe subject selected are represented. Do you agreewith these representations? Why or why not?Discuss” ( Wilson, C., Grizzle, A., Tuazon, R., Akyempong, K., Cheung, 2011).
    21. 21. TP gives students the opportunity to incorporatetheir cultural background into their learning.Using , we adapted Juan’s Timeline,from page 194 of Freeman and Freeman (2011) To view online, click here: http://
    22. 22. Web 2.0 appsallow studentsto creatively“Show WhatThey Know”
    23. 23. 3 Orientations to ELL (Ruiz) • Language as a Handicap • Language as a Right • Language as a Resource2 Orientations for Schools (Cummins) • Assimilationist • InterculturalIntercultural Orientation • Validates language and culture • Involves parents • Transformative teaching • Advocacy in assessments
    24. 24. We suggest that Web 2.0 as well asapplications commonly found oncomputers can be used to•Support ELL’s 1st language and culture•Reach out to parents & the minoritycommunity•Offer creative and flexible assessmentalternatives
    25. 25. Apple Online tore. (2011). Retrieved from, S., Husser, W., Johnson, F., & et al, (2012). Retrieved from website: 2012045.pdfDiscovery Education. (2012)."Web 2.0 Tools." Retrieved from 20tools.cfmEpals Global Community. (2012). Retrieved from http://www.epals.comFreeman, David E. and Freeman, Yvonne S. (2001) Between Worlds: Access to Second Language Acquisition, 3ndedition, Boston, MA: Heinemann.Glogster EC Inc. , (2012) edu.glogster.comGo Public Project. (Producer). (n.d.). "2nd grade student in spanish dual language immersionprogram." [Web Video]. Vimeo. Retrieved from, J. (2006). Apple computer, inc..Retrieved from .pdfOddcast, Inc. (2012). Voki. Retrieved from Institute for Quality Education. (2010) Retrieved from, A. (2009). “Transformative pedagogy.” Edutech wiki. Retrieved from pedagogyTimeglider 2.0. (n.d.) Retrieved from http://timeglider.comVoxopop/Chinswing Pty Ltd. (2009). Voxopop. Retrieved from, C., Grizzle, A., Tuazon, R., Akyempong, K., Cheung. (2011). Media and information literacy curriculum foreachers. the United Nations Educational, Scientific and Cul. Retrieved from
    26. 26. Slide 1 3 4 5 6 9 10 12 13 | /4843705627_e3537ae41d.jpgSlide 15 = 110090354&Ref=AR&MaxW=640&Border=0&More-parent-involvement-leads-kids-behave-do-better-schoolSlide 16 18 | h ttps://www. /sites/default/files/read-along%20technology%20in%20ebooks%20for%20ages%203-6.jpg | 19 20 21: