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Skill-based syllabus 
JEZIEL B. DIAZ, BSE4A1
V 
The leading 
“ The major role 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 and ethnic groups will experience an equal opportunity to 
learn in school.” 
“The major goal of multicultural education is to transform the 
school sa that the 
–(James Banks, 1975)
In skill-based syllabus, the content of the language teaching involves a collection 
of particular skills that may play a role in using language 
Diversity 
The primary purpose of skill-based instruction is to teach the specific language skill 
that the may state be useful or or necessary fact of in using being language. diverse; 
Skills are things that people 
must be able to do to be competent in a language. Unlike situational syllabi where 
functions are grouped together into specific language use settings, skill-based 
 syllabi difference; group linguistic unlikeness 
competencies (pronunciation, vocabulary, grammar and 
discourse) together into generalized types of behavior, such as listening to spoken 
language for the main idea, writing well-formed paragraphs, specific purpose 
writing, and so forth. 
variety; multiformity 
a point of difference. 
http://dictionary.reference.com
In skill-based syllabus, the content of the language teaching involves a collection 
of particular skills that may play a role in using language 
Multicultural 
The primary purpose of skill-based instruction is to teach the specific language skill 
that may be useful or necessary in using language. Skills are things that people 
must representing be able to do to be competent several in different a language. Unlike situational syllabi where 
functions are grouped together into specific language use cultures settings, skill-or 
based 
syllabi cultural group linguistic elements 
competencies (pronunciation, vocabulary, grammar and 
discourse) together into generalized types of behavior, such as listening to spoken 
language for the main idea, writing well-formed paragraphs, specific purpose 
writing, and so forth.
Students may differ in.. 
RACE (indicated by the color of the skin) 
ETHNIC or RELIGIOUS GROUPS 
LANGUAGE 
Economic Status 
Family Background
MULTICULTURAL EDUCATION (movement) 
 It enables teachers and educators to give value to the 
differences in prior knowledge, experiences of 
learners from diverse background and familiarity 
with students’ histories of diverse culture. 
(Haertel,1998)
ACCOMMODATING CULTURAL DIFFERENCES AND 
COMMONALITIES 
Suggestions that will assist you in understanding your 
multi-cultural learners: 
1. Learn as much about and become as sensitive to and aware of 
racial, ethnic, cultural and gender groups other than your 
own. 
2. Never make assumptions about an individual based on your 
perception of that individual’s race, ethnicity, culture and 
gender. 
3. Avoid stereotyping 
4. Get to know each student as a unique individual: 
Walk in the footsteps of all your students.
Basic assumptions that will enhance teacher 
development 
No two learners are exactly the same. 
Children in all classroom are heterogeneous. 
Strategies that work with one learner may not work 
with another.
Basic assumptions that will enhance teacher 
development 
Students background and experiences should be 
considered when teaching. 
Community members from nvarious ethnic 
differences and similarities.
T h a n k Y o u!

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Multicultural Diversity

  • 1. Skill-based syllabus JEZIEL B. DIAZ, BSE4A1
  • 2. V The leading “ The major role 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 and ethnic groups will experience an equal opportunity to learn in school.” “The major goal of multicultural education is to transform the school sa that the –(James Banks, 1975)
  • 3. In skill-based syllabus, the content of the language teaching involves a collection of particular skills that may play a role in using language Diversity The primary purpose of skill-based instruction is to teach the specific language skill that the may state be useful or or necessary fact of in using being language. diverse; Skills are things that people must be able to do to be competent in a language. Unlike situational syllabi where functions are grouped together into specific language use settings, skill-based  syllabi difference; group linguistic unlikeness competencies (pronunciation, vocabulary, grammar and discourse) together into generalized types of behavior, such as listening to spoken language for the main idea, writing well-formed paragraphs, specific purpose writing, and so forth. variety; multiformity a point of difference. http://dictionary.reference.com
  • 4. In skill-based syllabus, the content of the language teaching involves a collection of particular skills that may play a role in using language Multicultural The primary purpose of skill-based instruction is to teach the specific language skill that may be useful or necessary in using language. Skills are things that people must representing be able to do to be competent several in different a language. Unlike situational syllabi where functions are grouped together into specific language use cultures settings, skill-or based syllabi cultural group linguistic elements competencies (pronunciation, vocabulary, grammar and discourse) together into generalized types of behavior, such as listening to spoken language for the main idea, writing well-formed paragraphs, specific purpose writing, and so forth.
  • 5. Students may differ in.. RACE (indicated by the color of the skin) ETHNIC or RELIGIOUS GROUPS LANGUAGE Economic Status Family Background
  • 6. MULTICULTURAL EDUCATION (movement)  It enables teachers and educators to give value to the differences in prior knowledge, experiences of learners from diverse background and familiarity with students’ histories of diverse culture. (Haertel,1998)
  • 7. ACCOMMODATING CULTURAL DIFFERENCES AND COMMONALITIES Suggestions that will assist you in understanding your multi-cultural learners: 1. Learn as much about and become as sensitive to and aware of racial, ethnic, cultural and gender groups other than your own. 2. Never make assumptions about an individual based on your perception of that individual’s race, ethnicity, culture and gender. 3. Avoid stereotyping 4. Get to know each student as a unique individual: Walk in the footsteps of all your students.
  • 8. Basic assumptions that will enhance teacher development No two learners are exactly the same. Children in all classroom are heterogeneous. Strategies that work with one learner may not work with another.
  • 9. Basic assumptions that will enhance teacher development Students background and experiences should be considered when teaching. Community members from nvarious ethnic differences and similarities.
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  • 11. T h a n k Y o u!