The keynote address provided an overview of students with limited or interrupted formal education (SLIFE) including their learning challenges and key program components to meet their needs. SLIFE often have no prior education, limited literacy in any language, and little English proficiency due to factors like trauma, poverty and limited schooling opportunities. Effective programs recognize SLIFE's experience with oral learning and lack of print literacy, providing structured literacy instruction, academic language support, and bridging their cultural learning styles with academic expectations. All staff should receive training to meet SLIFE's distinct needs through culturally responsive practices.
Jill Watson Instructional Approaches that Set SLIFE up to succeed (and are go...Jill Watson, Ph.D.
The document discusses two instructional approaches for students with limited or interrupted formal education: structured oral interaction (RISA oral interaction) and using elders as fonts of knowledge. RISA oral interaction involves structured dialogs between students to practice language and content objectives, while using elders as fonts of knowledge recognizes the importance of elders sharing knowledge in oral cultures and suggests having elders participate in the classroom. Both approaches aim to set up SLIFE students for success by building on their strengths in oral communication and cultural traditions.
Overview of SLIFE demographics, characteristic learning challenges in U.S. schools, and implications for program design, including specific recommendations and pitfalls to avoid.
The document discusses the advantages of learning Indonesian as a foreign language in Australian schools. It notes that Indonesian has many strengths as a language option, such as being spoken by our closest neighbor and having similarities to English. However, it is in a precarious state in Australian schools due to decisions being made based on factors other than educational value, such as student numbers. The document argues that Indonesian should be promoted more strongly in schools given its clear educational benefits.
Language Development, Language Diversity, and Immigrant EducationUmair Mahmood
The document discusses language development and supporting emergent literacy in children. It notes that language develops through coordinating sounds, meanings, words, word sequences, volume, tone and turn-taking rules. It provides language development milestones for children aged 2-6 and suggestions for encouraging development. The document also discusses dual language development, language loss, learning a second language, signed languages, dialect differences in the classroom, teaching immigrant students and English language learners, and recognizing special needs in ELL students.
The document discusses underrepresentation of minority and low-income students in gifted education programs. It notes that Hispanic students are underrepresented by 42% and African American students by 41%. Reasons for underrepresentation include limited concepts of giftedness, biases in assessment tools and procedures, and lack of exposure to rigor. The document provides characteristics and best practices for identifying and serving linguistically diverse, low-income, and minority gifted students. It stresses the importance of modifying gifted programs to fill gaps in experiences for these students.
The document discusses six effective ways to teach culture to students. It begins by having students articulate their own definitions of culture. It then explores the differences between spoken and written language. Next, it examines kinesics, movement, and gestures in non-verbal communication. It also recognizes the causes and stages of culture shock. Further, it discusses ways to counter the effects of culture shock. Finally, it identifies cultures as either individualistic or collectivistic.
The document discusses the underrepresentation of minorities in gifted education programs. It notes that while minority students make up an increasing portion of the general student population, their participation in gifted programs has remained low. This discrepancy may be due to biased definitions of giftedness, identification processes, assessment tools, and attitudes toward the giftedness of minority students. The document advocates expanding definitions of giftedness, using more culturally-sensitive identification methods and tests, and increasing cultural awareness among educators.
Jill Watson Instructional Approaches that Set SLIFE up to succeed (and are go...Jill Watson, Ph.D.
The document discusses two instructional approaches for students with limited or interrupted formal education: structured oral interaction (RISA oral interaction) and using elders as fonts of knowledge. RISA oral interaction involves structured dialogs between students to practice language and content objectives, while using elders as fonts of knowledge recognizes the importance of elders sharing knowledge in oral cultures and suggests having elders participate in the classroom. Both approaches aim to set up SLIFE students for success by building on their strengths in oral communication and cultural traditions.
Overview of SLIFE demographics, characteristic learning challenges in U.S. schools, and implications for program design, including specific recommendations and pitfalls to avoid.
The document discusses the advantages of learning Indonesian as a foreign language in Australian schools. It notes that Indonesian has many strengths as a language option, such as being spoken by our closest neighbor and having similarities to English. However, it is in a precarious state in Australian schools due to decisions being made based on factors other than educational value, such as student numbers. The document argues that Indonesian should be promoted more strongly in schools given its clear educational benefits.
Language Development, Language Diversity, and Immigrant EducationUmair Mahmood
The document discusses language development and supporting emergent literacy in children. It notes that language develops through coordinating sounds, meanings, words, word sequences, volume, tone and turn-taking rules. It provides language development milestones for children aged 2-6 and suggestions for encouraging development. The document also discusses dual language development, language loss, learning a second language, signed languages, dialect differences in the classroom, teaching immigrant students and English language learners, and recognizing special needs in ELL students.
The document discusses underrepresentation of minority and low-income students in gifted education programs. It notes that Hispanic students are underrepresented by 42% and African American students by 41%. Reasons for underrepresentation include limited concepts of giftedness, biases in assessment tools and procedures, and lack of exposure to rigor. The document provides characteristics and best practices for identifying and serving linguistically diverse, low-income, and minority gifted students. It stresses the importance of modifying gifted programs to fill gaps in experiences for these students.
The document discusses six effective ways to teach culture to students. It begins by having students articulate their own definitions of culture. It then explores the differences between spoken and written language. Next, it examines kinesics, movement, and gestures in non-verbal communication. It also recognizes the causes and stages of culture shock. Further, it discusses ways to counter the effects of culture shock. Finally, it identifies cultures as either individualistic or collectivistic.
The document discusses the underrepresentation of minorities in gifted education programs. It notes that while minority students make up an increasing portion of the general student population, their participation in gifted programs has remained low. This discrepancy may be due to biased definitions of giftedness, identification processes, assessment tools, and attitudes toward the giftedness of minority students. The document advocates expanding definitions of giftedness, using more culturally-sensitive identification methods and tests, and increasing cultural awareness among educators.
This document summarizes a presentation on early literacy given by Nonie Lesaux. It discusses:
1. The demographics and challenges facing children in Arizona, including high poverty rates and linguistic diversity.
2. Key aspects of reading development, including both skills-based competencies like phonological awareness, and knowledge-based competencies like vocabulary and background knowledge. It notes a gap between these two areas.
3. Strategies for improving early literacy, including comprehensive reform focusing on curriculum, assessment, adult capacity building, and family partnerships centered around language and learning. A systemic, capacity-building approach is advocated over short-term or structural changes.
Understanding and Supporting Emerging L2 Writing in Adults with Little to no ...Lisa Gonzalves
The document discusses the writing development of adult English language learners with little to no literacy in their first language. It profiles one student, Lucia, from Eritrea with no prior schooling or English skills. The author observed an adult ESL literacy class and found that students engaged in both teacher-prompted and self-elected writing activities like copying text and filling in worksheets. Levels of engagement varied depending on individual literacy and language skills. Students showed progress in attuning to orthographic details and spelling words they had learned. However, their writing development did not follow single linear trajectories described in child literacy models. Instead, multiple parallel trajectories occurred as orthography and spelling developed simultaneously in their second language
This document discusses issues related to educating deaf and hard of hearing students. Historically, these students were educated in separate schools for the deaf where sign language was used, but views on the best approach have changed over time. Currently, there is a debate between fully including these students in mainstream classrooms versus using bilingual education programs that incorporate sign language. Factors like the IDEA, NCLB, and increasing use of cochlear implants have impacted this issue. Determining the optimal educational environment requires considering the needs and preferences of students, families, and educators.
The document discusses various topics related to teaching English to linguistically diverse students, including types of bilingual education programs, benefits of maintaining students' home languages, challenges faced by students of color, and the importance of giving pre-service teachers experience in multicultural settings. It also addresses misconceptions about English-only instruction and the need to embrace students' cultural and linguistic backgrounds in the classroom.
In the midst of learning and acquiring English as a second language, Fiji-Hindi speakers are already losing their first language, nearing language death.
Practical Techniques for Teaching Culture in the Classroom NNETESOL 2011Joe McVeigh
Techniques for integrating the teaching of culture into the English language or ESL classroom. Handouts and bibliography available at www.joemcveigh.org/resources
This document discusses strategies for supporting a Spanish-speaking English language learner (ELL) student named Maria in Kindergarten. Maria comes from a low-income family and speaks little English. The document outlines Maria's background and academic challenges in vocabulary, comprehension, and communication. It then discusses leveraging Maria's cultural and linguistic strengths as "funds of knowledge" and using evidence-based strategies aligned with the Common Core standards to help her overcome challenges. These include building background knowledge, explicit vocabulary instruction, repeated readings, and culturally responsive teaching that values Maria's home culture and language.
Strategies and techniques for teaching cultureusalim
This document discusses various strategies and techniques for teaching culture in the classroom, including:
1. Strategies such as lectures, interviews, and using authentic materials.
2. Techniques such as cultural islands, culture capsules, culture clusters, culture assimilators, critical incidents, mini-dramas, audio-motor units, cultoons, media/visuals, celebrating festivals, kinesics, consciousness-raising, and independent activity sheets.
3. Detailed explanations and examples are provided for some of the key techniques, including culture capsules, culture clusters, culture assimilators, critical incidents, mini-dramas, and independent activity sheets.
The document discusses the educational challenges faced by refugee students and provides recommendations for best practices to support their education. Some of the key challenges identified include interrupted education, lack of English proficiency, trauma from past experiences, and difficulties adjusting to a new school system and culture. The document recommends practices for teachers, administrators, and engaging refugee families such as providing language support, fostering relationships, addressing social and emotional needs, involving parents, and conducting diversity trainings. Educators from New Haven also provided input on common problems refugees face and potential solutions to improve communication between schools and refugee families.
The document discusses several traditional ways of teaching culture in language classes. It outlines 7 goals for teaching culture according to Seelye from 1974, which include helping students understand how social and cultural factors influence behavior. It then provides tips for teaching culture, such as using literature, art, and multimedia to explore cultural themes and values. It also recommends engaging students through activities like role plays, simulations, and hands-on cultural research assignments.
Shrewd calculation of membership benefits negotiation of identity in eastlei...Alexander Decker
The document discusses identities constructed by Somali refugee teenagers living in Eastleigh, Kenya. It finds that the teenagers have multiple, fluid identities as survival strategies. Their identity choices are based on cost-benefit analyses of what identity will benefit them in different situations. The teenagers maintain elements of their Somali ethnic identity, such as using Somali names. However, their language use varies across domains based on the social and linguistic environment. While Somali language and connections to other Somalis are important for maintaining their culture, the teenagers also engage with other languages and ethnic groups as needed. Overall, the teenagers negotiate and perform different identities based on their daily experiences and interactions in their new community.
Breaking the Stereotype: Linguistic Minority Students and the Writing CenterSheila Garcia
Growing up while speaking English at school and another language at home is difficult. However today, many minority students' language abilities are being wrongly categorized in higher education. This presentation explores the definition of Linguistic Minority Students and provides strategies for working with this growing community of student writers. Presented at the Michigan Writing Center's Association (MWCA) Fall 2013 conference hosted at Grand Valley State University.
1) Oral language abilities in preschool strongly predict literacy and school achievement, with expressive vocabulary and experience with school-based oral language practices being particularly important predictors.
2) An oral vocabulary gap widens from kindergarten to 3rd grade, putting children below the 25th percentile a year behind their peers.
3) While most children enter school with strong general language abilities, they differ in vocabulary related to school practices. Developing these school-based oral language skills is key to success.
International Students and Conversation: Being an Effective Conversation PartnerAngela Gouger
Part of a series on Teaching Undergraduate Students to be Effective Conversation Partners
Created by: Angela Gouger, M.Ed.
Target Audience: Undergraduate students volunteering as Conversation Partners
Understanding Struggling English Language Learners: Learning Disabilities, th...admills
In this session participants will review some of the best practices to teach reading to English Language Learners who are Learning Disabled. We will discuss differences and similarities between students who are learning disabled and English Language Learners, research based interventions, and the RTI process.
This document discusses the debate around defining native and non-native English speaker teachers. It presents research finding that both have strengths, with native speakers stronger in pronunciation and cultural knowledge, while non-native speakers have stronger student language learning strategy knowledge and knowledge of students' first language. Myths are presented around the idea that native teachers are always better, but realities show English is spoken globally and nonnative teachers understand problematic language areas from their own learning. Recent research finds students value teachers' professional skills over language skills and prefer both native and nonnative teachers. The document advocates for collaboration between the two groups.
This document discusses mother tongue-based multilingual education (MT-Based MLE) in South Asia. It defines MT-Based MLE as using students' mother tongue and additional languages as languages of instruction in school. The rationale provided is that using children's mother tongue builds confidence and a strong educational foundation, while additional languages help build a bridge to other languages. Successful MT-Based MLE programs introduce additional languages orally before introducing literacy and use both the mother tongue and additional languages throughout primary school. Strong education policies that support linguistic diversity and MT-Based MLE are needed to ensure quality education for all students.
This document discusses culturally, linguistically, and economically diverse (CLED) students. It notes that the ELL population in US schools has increased 101% since 1990 and many are "economic refugees". It outlines some of the obstacles CLED students face related to communication, cultural norms, and economic differences. The document recommends that teachers create a student-centered classroom environment that incorporates students' experiences and relates instruction to their cultures to help overcome these challenges.
1. The document discusses best approaches for involving English language learner (ELL) parents and families, including building relationships, developing trust, and creating partnerships to support student learning.
2. It provides information on refugee, immigrant, and various visa statuses and discusses the growing diversity within school districts. Over 60 first languages are represented among ELL students.
3. Suggestions are given for effective parent engagement strategies like school-home liaisons, tutoring programs, assisting with community resources, and holding parent education sessions addressing various topics.
This document summarizes a presentation on early literacy given by Nonie Lesaux. It discusses:
1. The demographics and challenges facing children in Arizona, including high poverty rates and linguistic diversity.
2. Key aspects of reading development, including both skills-based competencies like phonological awareness, and knowledge-based competencies like vocabulary and background knowledge. It notes a gap between these two areas.
3. Strategies for improving early literacy, including comprehensive reform focusing on curriculum, assessment, adult capacity building, and family partnerships centered around language and learning. A systemic, capacity-building approach is advocated over short-term or structural changes.
Understanding and Supporting Emerging L2 Writing in Adults with Little to no ...Lisa Gonzalves
The document discusses the writing development of adult English language learners with little to no literacy in their first language. It profiles one student, Lucia, from Eritrea with no prior schooling or English skills. The author observed an adult ESL literacy class and found that students engaged in both teacher-prompted and self-elected writing activities like copying text and filling in worksheets. Levels of engagement varied depending on individual literacy and language skills. Students showed progress in attuning to orthographic details and spelling words they had learned. However, their writing development did not follow single linear trajectories described in child literacy models. Instead, multiple parallel trajectories occurred as orthography and spelling developed simultaneously in their second language
This document discusses issues related to educating deaf and hard of hearing students. Historically, these students were educated in separate schools for the deaf where sign language was used, but views on the best approach have changed over time. Currently, there is a debate between fully including these students in mainstream classrooms versus using bilingual education programs that incorporate sign language. Factors like the IDEA, NCLB, and increasing use of cochlear implants have impacted this issue. Determining the optimal educational environment requires considering the needs and preferences of students, families, and educators.
The document discusses various topics related to teaching English to linguistically diverse students, including types of bilingual education programs, benefits of maintaining students' home languages, challenges faced by students of color, and the importance of giving pre-service teachers experience in multicultural settings. It also addresses misconceptions about English-only instruction and the need to embrace students' cultural and linguistic backgrounds in the classroom.
In the midst of learning and acquiring English as a second language, Fiji-Hindi speakers are already losing their first language, nearing language death.
Practical Techniques for Teaching Culture in the Classroom NNETESOL 2011Joe McVeigh
Techniques for integrating the teaching of culture into the English language or ESL classroom. Handouts and bibliography available at www.joemcveigh.org/resources
This document discusses strategies for supporting a Spanish-speaking English language learner (ELL) student named Maria in Kindergarten. Maria comes from a low-income family and speaks little English. The document outlines Maria's background and academic challenges in vocabulary, comprehension, and communication. It then discusses leveraging Maria's cultural and linguistic strengths as "funds of knowledge" and using evidence-based strategies aligned with the Common Core standards to help her overcome challenges. These include building background knowledge, explicit vocabulary instruction, repeated readings, and culturally responsive teaching that values Maria's home culture and language.
Strategies and techniques for teaching cultureusalim
This document discusses various strategies and techniques for teaching culture in the classroom, including:
1. Strategies such as lectures, interviews, and using authentic materials.
2. Techniques such as cultural islands, culture capsules, culture clusters, culture assimilators, critical incidents, mini-dramas, audio-motor units, cultoons, media/visuals, celebrating festivals, kinesics, consciousness-raising, and independent activity sheets.
3. Detailed explanations and examples are provided for some of the key techniques, including culture capsules, culture clusters, culture assimilators, critical incidents, mini-dramas, and independent activity sheets.
The document discusses the educational challenges faced by refugee students and provides recommendations for best practices to support their education. Some of the key challenges identified include interrupted education, lack of English proficiency, trauma from past experiences, and difficulties adjusting to a new school system and culture. The document recommends practices for teachers, administrators, and engaging refugee families such as providing language support, fostering relationships, addressing social and emotional needs, involving parents, and conducting diversity trainings. Educators from New Haven also provided input on common problems refugees face and potential solutions to improve communication between schools and refugee families.
The document discusses several traditional ways of teaching culture in language classes. It outlines 7 goals for teaching culture according to Seelye from 1974, which include helping students understand how social and cultural factors influence behavior. It then provides tips for teaching culture, such as using literature, art, and multimedia to explore cultural themes and values. It also recommends engaging students through activities like role plays, simulations, and hands-on cultural research assignments.
Shrewd calculation of membership benefits negotiation of identity in eastlei...Alexander Decker
The document discusses identities constructed by Somali refugee teenagers living in Eastleigh, Kenya. It finds that the teenagers have multiple, fluid identities as survival strategies. Their identity choices are based on cost-benefit analyses of what identity will benefit them in different situations. The teenagers maintain elements of their Somali ethnic identity, such as using Somali names. However, their language use varies across domains based on the social and linguistic environment. While Somali language and connections to other Somalis are important for maintaining their culture, the teenagers also engage with other languages and ethnic groups as needed. Overall, the teenagers negotiate and perform different identities based on their daily experiences and interactions in their new community.
Breaking the Stereotype: Linguistic Minority Students and the Writing CenterSheila Garcia
Growing up while speaking English at school and another language at home is difficult. However today, many minority students' language abilities are being wrongly categorized in higher education. This presentation explores the definition of Linguistic Minority Students and provides strategies for working with this growing community of student writers. Presented at the Michigan Writing Center's Association (MWCA) Fall 2013 conference hosted at Grand Valley State University.
1) Oral language abilities in preschool strongly predict literacy and school achievement, with expressive vocabulary and experience with school-based oral language practices being particularly important predictors.
2) An oral vocabulary gap widens from kindergarten to 3rd grade, putting children below the 25th percentile a year behind their peers.
3) While most children enter school with strong general language abilities, they differ in vocabulary related to school practices. Developing these school-based oral language skills is key to success.
International Students and Conversation: Being an Effective Conversation PartnerAngela Gouger
Part of a series on Teaching Undergraduate Students to be Effective Conversation Partners
Created by: Angela Gouger, M.Ed.
Target Audience: Undergraduate students volunteering as Conversation Partners
Understanding Struggling English Language Learners: Learning Disabilities, th...admills
In this session participants will review some of the best practices to teach reading to English Language Learners who are Learning Disabled. We will discuss differences and similarities between students who are learning disabled and English Language Learners, research based interventions, and the RTI process.
This document discusses the debate around defining native and non-native English speaker teachers. It presents research finding that both have strengths, with native speakers stronger in pronunciation and cultural knowledge, while non-native speakers have stronger student language learning strategy knowledge and knowledge of students' first language. Myths are presented around the idea that native teachers are always better, but realities show English is spoken globally and nonnative teachers understand problematic language areas from their own learning. Recent research finds students value teachers' professional skills over language skills and prefer both native and nonnative teachers. The document advocates for collaboration between the two groups.
This document discusses mother tongue-based multilingual education (MT-Based MLE) in South Asia. It defines MT-Based MLE as using students' mother tongue and additional languages as languages of instruction in school. The rationale provided is that using children's mother tongue builds confidence and a strong educational foundation, while additional languages help build a bridge to other languages. Successful MT-Based MLE programs introduce additional languages orally before introducing literacy and use both the mother tongue and additional languages throughout primary school. Strong education policies that support linguistic diversity and MT-Based MLE are needed to ensure quality education for all students.
This document discusses culturally, linguistically, and economically diverse (CLED) students. It notes that the ELL population in US schools has increased 101% since 1990 and many are "economic refugees". It outlines some of the obstacles CLED students face related to communication, cultural norms, and economic differences. The document recommends that teachers create a student-centered classroom environment that incorporates students' experiences and relates instruction to their cultures to help overcome these challenges.
1. The document discusses best approaches for involving English language learner (ELL) parents and families, including building relationships, developing trust, and creating partnerships to support student learning.
2. It provides information on refugee, immigrant, and various visa statuses and discusses the growing diversity within school districts. Over 60 first languages are represented among ELL students.
3. Suggestions are given for effective parent engagement strategies like school-home liaisons, tutoring programs, assisting with community resources, and holding parent education sessions addressing various topics.
The document discusses various topics related to bilingual education including different types of bilingual education programs, benefits of bilingualism, misconceptions about English-only instruction, the importance of incorporating students' home languages and cultures, and developing research questions for a project on second language literacy.
This document discusses issues of marginalization and inclusion in education. It notes that school curricula and teaching practices often do not incorporate the diverse cultural backgrounds and experiences that students bring with them. It argues that education should empower all students, including marginalized groups, and help them develop their capabilities. The document examines how social inequalities influence different aspects of schooling, from curriculum to teacher attitudes. It advocates for a more child-centered pedagogy in schools that values students' voices, experiences, and active participation and connects with their lives outside of school.
This presentation was offered for the National Resource for ParaEducators Conference April 2015 by Katie Olson. Katie is the Program Chair for Paraprofessional Education at Alaska Christian College in Soldotna. In this workshop we take a look at indigenous people, their representation in the field of education, research that supports the value of recruiting indigenous people as ParaEducators and reflection of key factors that supports the success of indigenous students in the classroom.
This document discusses how culture and identity affect education. It examines factors such as race, ethnicity, language, social class, and religion and how they shape students' experiences and academic achievement. Race can influence education through racism, poor school funding, and teacher stereotypes. Language barriers like not speaking the language of instruction can negatively impact performance. Social class is linked to parental involvement and access to resources. Religion sometimes influences debates around teaching evolution and sex education. Understanding differences in culture, values, and experiences is important for teachers to effectively support all students.
classroom-curriculum-pluralism-and-social-inclusion-indian-scenario by Dr Ma...MahendraMishra20
This document discusses issues of inequality and marginalization in education, and proposes ideas for making schools more inclusive and child-centered. Some key points:
- It notes that traditional social biases influence how schools operate and marginalize certain groups. Factors like caste, gender, socioeconomic status, and religion can disadvantage some students.
- The current system prioritizes a textbook-based curriculum over students' own experiences and voices. It neglects the local cultural diversity present in many communities.
- To be more inclusive, education must empower marginalized students and value their backgrounds, languages, and perspectives. It should make students active participants instead of passive receivers of information.
- Odisha has significant
This document discusses culturally responsive pedagogy and working with culturally diverse groups. It defines key terms like identity, culture and diversity. It emphasizes examining one's own cultural identity and representing all cultures in the classroom. The document also discusses language acquisition theories, maintaining native languages, and programs that support bilingualism. It advocates culturally relevant teaching, antibias education, and effective family and community engagement.
This document discusses learner diversity in the classroom. It begins by defining diversity and noting that classrooms are becoming increasingly diverse. It then discusses different types of diversity students may have, including socioeconomic background, culture, gender, learning styles, interests, developmental differences, and learning aptitudes or exceptionalities. The document outlines both positive and negative impacts diversity can have, and provides educational implications for addressing diversity, such as ability grouping, adjusting curriculum and teaching methods, and promoting social harmony. It emphasizes the importance of respecting individuals' differences in a diverse classroom.
This document discusses learner diversity in the classroom. It begins by defining diversity and noting that classrooms are becoming increasingly diverse. It then discusses different types of diversity students may have, including socioeconomic background, culture, gender, learning styles, interests, development differences, and learning aptitudes or exceptionalities. The document outlines both positive and negative impacts diversity can have, and provides educational implications for addressing diversity, such as ability grouping, adjusting curriculum and teaching methods, and promoting social harmony. It emphasizes the importance of respecting individuals' differences in a diverse classroom.
Other Voices: Cultural Sensitivity in the Classroomhelselcm
The document discusses strategies for working with English language learners. It begins by establishing meeting norms and objectives focused on recognizing students' cultural identities and language needs. Factors that affect second language acquisition are explored, including the cognitive and emotional challenges of culture shock. Strategies are proposed for establishing English as the classroom language while still valuing students' native languages and cultural backgrounds.
This document discusses the importance of culturally responsive education. It notes that culturally responsive education ensures students' cultural references are included in all aspects of teaching and learning. The document then provides several examples of achievement gaps and disproportionality in the US education system, such as higher suspension rates for boys and African American girls in preschool, as well as less access to gifted programs and advanced courses for Black and Latino students. It emphasizes that teaching and learning involve social and cultural processes, and that language and culture should be built upon rather than dismissed. Effective teaching requires understanding students' cultural backgrounds and contexts.
1) The document discusses strategies for leading bilingual programmes, including providing curricular leadership, planning timelines, overseeing foreign language assistants, conducting lesson observations, and holding meetings. It emphasizes spreading motivation among colleagues, families, and students through dynamic lessons, communication, and creative resources.
2) Managing foreign language assistants is discussed, outlining how they can contribute linguistically and culturally in various classroom activities.
3) Addressing the needs of students with special educational needs is covered, including the connection between language and cognition, differentiated instruction, and ensuring bilingualism does not hinder development.
This document provides an overview of a presentation on culturally responsive pedagogy given by Dr. Sherry Taylor. The presentation covered guiding assumptions and theoretical principles of culturally responsive pedagogy, including that culture is central to learning and education should be inclusive and equitable. It also reviewed changing U.S. demographics and their impact on educational contexts. Practical applications were discussed, such as providing supports for teachers to implement culturally responsive practices and highlighting effective classrooms.
This document discusses developing cognitive strategies and content knowledge to improve academic achievement through culturally relevant pedagogy and leadership. It notes demographic shifts that increase diversity in PK-12 schools and universities. The literature emphasizes addressing racialized ideologies and deficit thinking through culturally relevant practices. Implications include disrupting deficit thinking, developing asset perspectives, addressing racial ideologies in leadership programs, and broadening knowledge construction in curriculum and faculty recruitment to better support diverse students.
The document summarizes a presentation about cultural diversity in Tennessee schools. It discusses trends showing increasing racial and ethnic diversity among students. It also examines concepts like culture, language, and literacy in an educational context. The presentation argues that global education is important and proposes developing "metacultural competence" to appreciate diverse perspectives in education. It concludes by taking questions from the audience.
This document discusses the importance of culturally sensitive practices in the classroom. It begins by defining culture and the importance of self-cultural and cross-cultural awareness for teachers. Specific challenges faced by Somali English language learners are examined, including issues related to religion, racialization, and trauma from war. The document provides culturally responsive teaching strategies and concludes by emphasizing the need for teachers to understand students' cultures and implement sensitive teaching approaches.
SLIFE may not have much experience with literacy and academic knowledge, but their oral cultural background has equipped them with certain affordances, or strengths, which can and should serve as the basis for creating effective SLIFE instruction. In this session, I will present two particularly SLIFE-suited approaches, with a research-based rationale and examples of their use with SLIFE and all students. Participants will engage in hands-on activities designing and implementing each approach.
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Jill Watson Essential Program Components for Meeting the Learning Needs of Students with Limited or Interrupted Formal Education
1. Closer Connections Conference / Sioux Falls, SD / Nov. 10, 2015
Keynote address by Jill A. Watson, Ph.D.
Watson Educational Consulting
Adjunct Graduate Faculty, Hamline University
2. 1. Overview of SLIFE population
2. Learning challenges of SLIFE in
schools
3. Key program components for
meeting SLIFE learning needs
3. Prior to entering U.S. schools:
No or limited prior education
No or very little literacy in ANY language
No or very little English proficiency
Often, no or little academic or literacy
history in family
“Refugee Experience” (CAPM, 2012)
4. Minnesota: Exact figures impossible,
prior education data not collected in
the past
A careful estimate:
15,000 – 25,000 SLIFE in MN schools
(Watson & Bigelow, 2014)
22 – 36% of all ELs in MN schools
are SLIFE
5. Trauma / PTSD: family loss, violence (WIDA, 2015)
Acculuration challenges (WIDA, 2015)
Limited English / literacy / academics
Age of initial literacy / schooling is major
factor in learning rate (Thomas & Collier, 1997, 2002)
Poverty, vulnerable to crime, gangs (Ouk, 2015)
High drop-out rate
25% of all HS drop-outs are ELs,
70% of EL drop-outs are SLIFE
(Fry, 2005)
6. Second Language Acquisition research,
teacher preparation, and PD: focus on
K-12 language learners with previous
schooling and literacy in L1
(first language)
Recent increase in K-12 SLIFE focus
Bigelow (2010); Bigelow &Watson (2012); Bigelow,Tarone, Hanson (2009); DeCapua & Marshall
(2011), Freeman & Freeman (2002) , Menken (2013); Montero, Newmaster & Ledger, 2014);Watson
(2010, 2012);WIDA Focus on SLIFE (2015)
7. Administrators & teachers (even ESL)
are often unaware of the particular
profile and needs of SLIFE
This group often not recognized as distinct
from ELs with significant / age-level prior
schooling
8. NewYork DoE: offical SLIFE guidelines
Boston: consent decree to educate SLIFE:
Hyde Park HS for SLIFE (Walsh, 1999)
Faribault, MN: specific SLIFE Newcomer
Program (Ouk, 2015)
Minnesota: since 2014, official SLIFE
definition and data collection requirement
in MN law, per LEAPS Act
9. Have come of age in an
oral paradigm rather than
a paradigm of literacy.
Cognitive / social maturation in an oral
paradigm brings with it characteristic
orientations to learning and life.
(Akinnaso, 2001; Battiste & Henderson, 2000; Bigelow, 2012; Bigelow &Watson, 2012; Bryce
Heath, 1983; DeCapua & Marshall, 2013; Mosha, 2000;Olson &Torrance, 1991;Ong, 1982;
Tarone, Bigelow, & Hansen, 2009;Watson, 2010, 2012)
10. Specific Skills
transfixed listening, oration,
memorization
Favored Forms
stories, proverbs, fixed expressions,
long / epic poetry
11. Literacy-based education Orality-based education
Grounded in sight, phonetic alphabetic
literacy. Much learning is done alone:
reading, writing. Lettered = educated,
intelligent.
Grounded in sound, the oral-aural
dimension. All learning is physically
proximal, face-to-face, premised on
mentoring.
Values definition, precision, abstraction,
categorical thinking, formal syllogistic
reasoning. Discursively sparse, favors
detachment, objectivity, subject / object split.
Values contexual understanding, lived
experience, practical relevance. Discourse
is additive rather than concisely
subordinative. Volubility, formulaïc,
repeated expressions. Empathetic and
participatory.
Knowledge based on referentiability to
written authority and demonstrability via
objective methods.
Knowledge based on authority of elders,
family and kinship relations, lessons of
experience, tradition.
Careful, sequential planning, pre-determined
outcomes (objectives, standards), meeting
goals.
Heuristic—trial and error, development of
practical skill and judgment (phronesis).
Individualistic: individual performance Collectivistic: the common good
12. Think about it…
Curriculum theorist James MacDonald once quoted Einstein’s
question: “What does a fish know about the water in which he
spends his life? (MacDonald, 1988, p. 102). From the literacy
perspective, the fish knows nothing about water, not the
chemical formula, not the temperature of freezing and boiling,
not how to purify water or mix it with other substances, nor any of
the scientific minutiae that are the province of hydrologists. From
the orality perspective, the fish lives and breathes water, is
enveloped by water, is born, finds a mate, gives birth in, and dies
in water. A fish knows how to navigate water, sensing and
responding to its slightest undulations every minute of its life. No
one knows more about water than a fish. The difference is
precisely to what extent knowledge is conceived as empathetic
and participatory as opposed to something one has or wields
from a state of separation. Both kinds may be considered
knowledge, but not of the same thing, and not with the same
costs and consequences (Watson, 2010, p. 201).
13. 1. Learning based on abstraction & formal
categories rather than experience,
tradition, or the teaching of elders
Abecedary classification
Luria’s (1976) example:
tools and wood
16. 2. Learning by definition: Meaning as
contained in decontextualized
vocabulary or formalities of definition
rather than experience, tradition, or the
teaching of elders
Dictionaries, textual, or technological
authority
17. Is X really X?
Your mom says you are aT-rex,
but are you really?
18. Does X count as an example ofY?
Classification tasks
Frayer model
19. Example of an activity practicing definitional sufficiency from ESL Sheltered
Science (WIDA 1 & 2 combined, 75% LFS), MN high school
20. 3. Learning that is based on formal
reasoning and logic rather than
experience, tradition, or the
teaching of elders
21. In the far north, where there is snow, all
bears are white. Novaya Zembla is in the
far north and there is always snow there.
What color are the bears in
Novaya Zembla? (Luria, 1976)
22. We all begin life in orality
Only, ever, a one-way journey
Not a mere matter of skills acquisition
Journey across a vast semiotic abyss: Leaving
one noesis—an entire way of life—for another
Ong: “You have to die [to orality] to continue
living [in literacy]” (1982)
23.
24.
25.
26. To the palaces of literacy we are
accustomed to in theWestern
academic tradition…
29. We live in a culture
so saturated in
artifacts of literacy
that we find this
stash of obsolete
books, to be
discarded, in a MN
school basement…
Hyperliterate Culture (Smith, 2006)
30. SLIFE education is an equity issue as
significant as race, gender,
exceptionality, and other areas of
equity focus.
Culturally responsive education is
necessary to make the transition from
orality to literacy and success in school
and life in the U.S.
31. What does it mean for educators in the
receiving community to recognize this
abyss?
What components should appropriate
instructional programs for SLIFE
contain?
32. Not a yes / no issue!
Quality and routinization are
paramount if the practices are
to benefit SLIFE
33. English proficiency assessments
W-APT (WIDA)
Custom assessment for lowest literacy
levels (eg. ELLA)
Native language literacy assessment
34. Content knowledge assessment
math
symbols, maps, charts
concepts
Important: ensure that these
assessments are not based on knowledge
of English.
35. Records (if any): interpret with care
Develop a custom prior education
intake questionnaire (eg. Marshall, 2013)
36.
37.
38.
39. Informal family interviews in L1
interpretors required (not optional)
don’t assume family literacy
ask about: number of years, months per
year, hours per day, which subjects,
assessments, how many students in class,
location (U.S., abroad, public / private /
refugee camp)
40.
41. An English learner with limited formal schooling is defined
as a student who:
comes from a home where the language usually
spoken is other than English, or usually speaks a
language other than English
enters school in the United States after grade 6
has at least two years less schooling than the
English learner's peers
functions at least two years below expected
grade level in reading and mathematics
may be preliterate in the English learner's native
language (HF 3062, 2014).
42. Psychological trauma: violence, family loss
or separation, flight / homelessness
Physical injury, malnutrition, illnesses
Exceptionality
Discuss in family interview, check health
records
43. Counseling: necessary for many SLIFE (WIDA, 2015)
Acculturation
PTSD
School nurse (vision, hearing, general)
Special education referral
Immediately if indicated, eg. clear MR,TBI
Don’t delay up to 2 years– convene team and
move quickly to support students
44. Students in school with same or similar
culture/language
Cultural liaison adults in school, district
Ethnic community organizations: create
partnerships, in-school reps
45. Administrators, teachers
Summer, before school starts
During the year, as warranted
Schools who do home visits say:
“Essential component for serving SLIFE”
46. Visuals: flags, posters, artwork
Cultural festivals in school
Students perform, contribute
Admin, teachers , staff attend
Conferences with interpretors, no literacy
assumed
Transportation for families
47. Liaisons
Behavioral support
Elders in the classroom: experts, oral
sources
Elders as Fonts of Knowledge approach
▪ Will discuss in follow-up session
Traditional practices, history included in
content
48. Adolescent SLIFE need custom instruction &
more time:
Newcomer program, base on intake
profile:
1-2 year academy: acculturation, basic
skills
Separate classes
5 – 6 year graduation plan (per profile)
49. EL service: direct ELD through Level 4
Level 1 class: custom for SLIFE & non-
SLIFE
Master scheduling preference (WIDA, 2015)
Schedule early in process to ensure right
teachers and courses for their pathway
50. Guiding principle: Challenge, not overwhelm
Courses in student’s i+ 1 (Krashen, 1988);;
Zone of Proximal Development (Vygotsky, 1978);
Match to student challenge level (Nebelsick, 2015)
Progressive, targeted, sheltered instruction: EL
and content
Avoid premature co-teaching
No evidence of effectiveness with SLIFE (Honigsfeld,
2012)
51. ▪ Immediate push-in: PE, Art, FCS, Industrial
/ Ag Arts; modified grading, Pass / Fail
▪ Basic Skills focus in ESL classes: Math,
Science, Social Studies
▪ Sheltered content for SLIFE Levels 1 & 2
▪ Clustered scheduling in core content when
SLIFE ready: ESL teacher meaningfully co-
teaching, or para support
52. Resource period in the day
Computer lab period: Imagine Learning, Rosetta
Stone, Raz-kids reading, Accelerated Reader, etc.
Read 180 is not ideal
After-school, summer tutoring
L1 support in and after class
L1 literacy classes
Paras in newcomer & clustered classes
53. Build from SLIFE affordances:
Orality - Listening
Proverbs, stories, poetry
Elders, traditions
Actual experience, practical relevance
Collectivistic culture (DeCapua & Marshall, 2010, 2012)
SLIFE need face-to-face instruction, not only
or primarily on-line or technology-enabled
54. Plan and implement structures for L1 use
Word / picture notebooks
L1 oral turn-and-talk exchange: negotiate
meaning
L1 stories translated to English
L1 literacy class, content
Consider: Imagine Learning, iLit software
55. Guided literacy instruction
Phonemic awareness (WIDA, 2015)
Structured dialog to literacy (Watson, 2014)
Running records (Montero, Newmaster, & Ledger, 2014)
PALS Partner reading (McMaster, Miura, Kao, &Watson, 2011)
Academic language
Vocabulary AND structures needed to
access content
56. Recall: SLIFE struggle with abstract,
decontextualized definitions & content
Content – language integration
Bridge from SLIFE approach to
academic mode (DeCapua & Marshall, 2011)
Accomodates group work (collectivist
orientation)
57. Realia (actual items)
Pictures
Videos
Charts, concept maps
Key vocabulary lists that remain posted
Total Physical Response, role-plays
Language Experience Approach
Visuals and movement are not just for elementary
school!
58. Routine, Integrated, Structured,
Academic (RISA), (Watson, 2014)
Infuse into regular practice in all subjects
Routine formats minimize confusion
Structure it: Don’t just say, “Now talk…”
Watson’s law: “Instruction that uses only
reading, writing, and the teacher talking
dooms SLIFE to fail.”
59.
60. General PD on SLIFE for all staff
Custom, on-going, job-embedded PD for
staff who work with SLIFE
Teachers, counselors, nurse, coaches,
administrators
61. SLIFE PLC for relevant staff
4 - 6 times per year
Invite community members, parents
Google doc or other format to share
information
62. Develop performance review
procedures for administrators &
teachers that evaluate readiness and
skill to serve SLIFE appropriately
Include SLIFE skills on observation
rubrics
63. Many SLIFE face the age-out limit: 21
years old in MN
Resist pressures to rush graduation
HS diplomas not based on actual skills are
meaningless
Many (diploma’d) SLIFE flounder after HS
64. ABE teacher visit HS class
Tour ABE facility
As appropriate, tell SLIFE and families
upon intake that they may end up
completing their diploma in Adult Ed
65. During SLIFE HS experience, through
courses and counseling, support
students in exploring:
Realistic employment options
Vocational education (Krashen, 2015)
Community college
University
66. You’re 18 years old, don’t know
English, and didn’t have a
chance to attend school or
learn to read before?
Come! (cf: Nebelsick, 2015)
67. SLIFE education is one of the most under-
recognized, but most urgent school equity
issues
SLIFE futures depend on your leadership
and advocacy!
68. 4th annual event, put on my MinneSLIFE– Standing
committee of MinneTESOL
Held at Hamline Univeristy, St. Paul
1:00 – 5:00 pm (approx.)
Refreshments included
Keynote + breakout sessions, all on SLIFE issues
Teacher clock hours (CEUs) available
Registration is appreciated but not required
Free -- all are welcome
Website: https://sites.google.com/site/minneslife/
Contact me (JillWatson) for more info