Cultural DiversityCultural DiversityUnderstanding our differences through an

examination of the Karen Tribes People.

University of AlbertaEDPY 413

Cheryl Law, Sephora Sookram & Meagan Fleming

Activity: Tell a Story as a Group A few volunteers will stand in a line at the

front of the class to tell a story. The first person will begin the story by

stating one sentence. The next person will continue the same

story with another sentence. The story will continue in this manner. A fun twist:

◦ No one can use any words with the letters i, s or n.

(Arias, 2008)

Cultural Proficiency “A way of being that allows individuals and

organizations to interact effectively with people who differ from them” (Robins, Lindsey, Lindsey & Terrell, 2006, p. 2)

Cultural proficiency model “is proactive, provides tools that can be used in any setting”

Has a behavioural focus Can be used for both organizations and

individuals (Robins et al., 2006). It is the policies and practices and values and

behaviours of organizations and individuals that allow for effective interactions.

Cultural Proficiency The culture promotes inclusiveness and

institutionalizes processes for learning about differences and for responding appropriately to differences.

Educators need to welcome and create opportunities to better understand who they are as individuals.

It is important to learn how to interact positively with people who differ from yourself.

Remember that becoming culturally proficient takes time: time to think, reflect, decide and change.

Begin by reflecting on your school and your own individual understandings and values.

Cultural Proficiency 4 Components

1. The Continuum2. The Essential Elements3. The Guiding Principles4. The Barriers

The Continuum1. Cultural destructiveness

See the difference, stomp it out.

2. Cultural incapacity See the difference, make it wrong

3. Cultural blindness See the difference, act like you don’t

4. Cultural pre-competence See the difference, respond inadequately

5. Cultural competence See the difference, understand the difference that difference makes

6. Cultural proficiency See the difference and respond effectively in a variety of environments

(Robins et al., 2006)

The Elements Addressing the Differences

◦ Assess the culture and name the differences◦ Value diversity by claiming the differences◦ Manage the dynamics of difference◦ Adapt to diversity and train about differences◦ Institutionalize cultural knowledge and allow

change for the differences

The Guiding Principles

1. Culture is a prevalent force.2. People are served in varying degrees by

the dominant culture.3. People have group identities that they

want to have acknowledged.4. There is diversity between cultures and

within cultures. 5. Respect the unique needs of every culture.

The Barriers The presumption of entitlement

◦ All that you have you deserve by virtue of your merit alone

Systems of oppression◦ Examples include: racism, sexism, ageism◦ Perpetuates domination and victimization

Unawareness of the need to adapt◦ Believing that others need to change but you do

not

What is Culture? Can you define culture?

In small groups, brainstorm ideas and agree upon a definition of culture.

Culture is… “the set of common beliefs and practices

that a person shares with a group” (Robins et al., 2006)

All about Groupness Cultural identity is how people recognize

where they belong

Think about how your culture differs from the cultures of your students.

Culture determines how you interact with your students and react to things that happen in the classroom.

It is important to reflect upon and be aware of your cultural biases and differences.

You vs. Your Students

We often think that people in non-dominant cultures should change and learn the ways of the dominant culture.

We must acknowledge differences and expect to learn from other cultures and expect that these cultures will learn from us.

We need to try to adapt and adjust to differences between cultures.

It’s all about compromise!

You vs. Your Students

Think about the different cultures and sources of diversity in your classrooms.

What kinds of diversity do you encounter in your classroom?

What is Diversity?

Diversity is …

Three sources of diversity1. demographic characteristic

culture, ethnicity, language, age, gender, social class, religion

2. personal characteristics age, gender, communication style, economic background,

personality

3. abilities and skills social and technical

(Johnson & Johnson, 2009, pp.443-444)

Diversity Daisy

On the petal, write something that is unique about yourself. In the interior, work with your group to write about similarities

between the group members.

Refugee Students in Edmonton’s Classrooms

Who are the Karen Tribes People?

The Karen Tribe people are an ethnic minority in Burma, that now consist of one of Thailand’s largest refugee groups.

(Picture of Karen working in a rice field, Microsoft Corporation, 2005).

Burma

Burma, also known as Myanmar is a land of about 35 million people in Southeast Asia (Background Note: Burma, 2008).

The population of Burma has a diversity of cultures and ethnicities.

The largest group is of course the Burmans, but it is also home for the Kachins, Chins, Mons, Karenni, Shans, Arakanese, and Karen (Background Note: Burma, 2008).

(Burma Map, Google Maps

Canada, 2008).

Burma has had one of the longest-running civil wars in world history (Bowles, 1998).

Decades of military conflict and genocide in Burma has transformed the Karen people, as well as other cultures into refugees (Binkley, D. & M., 2007).

The Karen Tribe, a usually peaceful people, fight for their own state, own political rule and their own ethnic identity (Buadaeng, 2007).

Why are the Karen Refugees?

Teachers need an understanding of Karen Tribal Culture:

Traditions, Beliefs and Religion Education The difficult adaptation to life in Canada

What Teachers Need to Know About Karen Students and Families

Karen Tribe PeopleKaren Groups and Sub

Groups The Karen are a Burmese hill-tribe

people (McGill, 2007). There are four divisions of culture

in the Karen Tribe. The two main tribal cultures are

Sgaw and Pwo Karen. Sgaw Karen are the largest group

of the four. The two smaller groups (only 1%

of Thai Karen population) are the Pa O and Kavgah

)Lewis, E. & P, 1984.(

(Karen Tribe, Classroom Clipart, 2007)

Religion, Celebration and Beliefs

Buddha, Cardinal Photo, 2008

Religion, Celebration and Beliefs The Karen people are:

◦ very spiritual and believe in many myths.◦ superstitious and believe that everything is

connected to a spirit (Sudhamongkol, n.d.). The Karen people believe:

◦ things they say or do have consequences and they are fearfully aware of their actions (Sudhamongkol, n.d.).

◦ babies do not have souls until they invite a spirit to present the soul to the child, where they then secure the soul by tying string around the babies’ wrists (Lewis, E. & P, 1984).

Traditional Gods:◦ “Lord of Land and Water” who owned the entire

contents of the earth◦ “Crop Grandmother” who watches over their

fields The Karen tribe will offer meat and pray at

shrines for the blessing of rice in their fields(Lewis, E. & P, 1984.)

Religion, Celebration and Beliefs

Religion, Celebration and Beliefs

Karen core religions: 1. Buddhism (believe in Karma) 2. Animism (where they believe that animals

and plants also have spirits) 3. Christianity (Increasing, about 30%)

)Lewis, E. & P, 1984.(

Social Relationships The Karen Tribe is very

hospitable Karen that live in their

own homes, mainly live with a nuclear family

Marriage is stable, divorce is low

Polygamy is prohibited Members often use

nicknames when referring to one another.

)Anderson, 1993.( In the Karen language

there are no first or last names

)Allott et al., 2007.((Elder and Young Karen, Mekong, 2008).

Education In Myanmar:

◦ “35% of secondary school-aged children are enrolled in school…”

◦ “69% of children enrolled in the first grade at school go on to reach grade five”

)Mortimer, 2004.( In refugee camps:

◦ 2/3 of Karen have some type of education, at least elementary

◦ 1/3 had no education at all◦ There is a high drop out rate

in refugee schools due to: overcrowding, lack of materials and lack of job opportunities

)Allott et al., 2007.((Children in Classroom at Burmese Refugee Camp in Thailand, Kindersley & Robertson, n.d.).

Education Students are facing problems because the

Thai government only allows minimum refugee assistance from the United Nations.

Special needs are essentially ignored◦ Teachers have no special needs training

Educational influence from Thai and western cultures

Transition to Canadian schools can be overwhelming

Karen Refugees

(Some Camp Houses Images, Binkley, 2005).

Characteristics of Karen refugees sent to Canada:

◦ Many are single-parent women◦ Women who may have been sexually or violently

abused◦ Those not accepted in society◦ Those who have family problems ◦ Refugees that were on opposing political sides◦ Those in need of medical or psychological

expertise◦ Ethnic minorities abused in camps ◦ Those who have family in Canada ◦ In 2006, Canada began selecting Karen refugees.

)Backgrounder, Group Resettlement to Canada, 2006.(

Coming to Canada

(Karen Refugee Family Citizenship and Immigration Canada, 2007).

Refugees in Canada

Living in Canada Karen refugees have difficulty adjusting to

life in Canada after living in refugee camps Thailand did not let refugees find

employment ◦ Many will begin their very first jobs when entering

Canada. Karen refugees need to learn about banks,

climate, food and technology.(Binkley, D. & M., 2007 .)

Organizations offer orientations to life in Canada

Communicating with Karen Tribe Members

“ Avoid walking in front of others. Go behind those who are seated, or ask first and apologize.”

“If you accidentally pick up something belonging to another person, apologize” “When Karen invite you to eat with them, refuse first. If they ask you repeatedly, accept,

but do so gently”)Allott et al., 2007(

As teachers,we must also realize that cultures use words with different meanings. For example, unlike other Asian groups who rarely say “no,” the Karen often say “no” as a way of being modest.

They will also never show anger or any negative emotion because it is believed to be disgraceful.

)Dail

ey

et

al.,

2007(

Manners, Habits and Conventions “The Karen are a reticent, even shy people, and many will be

surprised and perhaps worried by directness of speech, voice levels, and body language.”

“With the Karen, a quiet, low-key style of communication works best, peppered with lots of reassuring and friendly smiles.”

“It is generally not good to approach issues too directly or straight forwardly, and it is good to re-ask a question to which no answer has yet been received, perhaps in different ways.”

“When a Karen folds his arms in front of him while talking to you, it is a sign of respect, not aggression or defensiveness.”

“In general, the Karen like to be very self-reliant and to pursue an independent lifestyle within their own culturally close-knit communities.”

)Allot et al., 2007(

Manners, Habits and Conventions “ If a Karen is offered something, he or she may

be reluctant to take it, even if the item is needed.” “Persevere gently. Karen do not like to boast or

put themselves forward. They also do not like to complain.”

“In Karen families, males are generally the heads of household.”

“It is good to be aware of the age and gender conventions when dealing with families, especially if it is easier—but not necessarily more tactful—to communicate with younger family members who may have more English.”

)Allott et al., 2007.(

Welcome the Karen Tribe to Your Classroom

What are the Implications for Teachers? Consider CULTURE and LANGUAGE

together… and separately! What do teachers need to know to help

these learners feel comfortable in the classroom?

What do teachers need to know to help these learners learn English?

Expect overlap!

Interculturalism entails:◦ Living cultural experiences◦ Taking responsibility for more than “acceptance”

Allows us to better examine our own individual and collective identities

The Intercultural Classroom

Physical Appearance◦ Seat the student next to another student who

speaks the L1 Note: Karen languages differ from Tibeto-Burman

languages but use Thai or Burmese scripts Many words are borrowed from the Thai, Burmese, Mon,

& Shan cultures 2 main languages: Sgaw and Pwo not mutually

intelligible!

◦ Recognition of students’ names Name Quilt or Name Snake Practice pronouncing names

Creating a Culturally Sensitive Classroom

Physical Appearance cont.◦ Display a map of the world and have students plot

where they are from (natively or ancestrally) ◦ Translate signs and labels into L1◦ Literacy Play Centres (Handout)

Creating a Culturally Sensitive Classroom

Rules and Procedures◦ Ideal: translate list of rules and announcements◦ Non-verbal classroom management

Ex: Planned ignoring, proximity interference, signal interference

◦ Establish a cue Ex: Hand raised, squeaky hammer, clapping sequence

◦ Demonstrate procedures◦ Assign partners rotating classroom responsibilities

Ex: Clean the fish tank, tidy the bookshelves

Creating a Culturally Sensitive Classroom

Community of Learners◦ Karen desire for harmony ◦ Positive attitude towards cultural and linguistic

diversity Ex: Introduce student as “a speaker of x who is learning

English,” encourage use of L1 orally and in print

◦ Bilingual partners & Peer tutors Give specific responsibilities and recognition to partners

and tutors May involve peer note-taking

◦ Suggest ways other students can help Ex: School tour, learning some L1 expressions

Creating a Culturally Sensitive Classroom

Structure of Learning Activities◦ Respect students may wish to work alone◦ Cooperative learning activities

Group brainstorming Think-pair-share Learning Teams Jigsaw

◦ Dr. Marcia Tate’s Brain-based Strategies (Handout) Music!

◦ Increase wait and activity time

Creating a Culturally Sensitive Classroom

Teaching Global Understanding◦ Real life stories by students◦ Guest speakers: family members and elders

May also bring in cultural artifacts “Culture Table”

◦ Show & Tell of cultural artifacts◦ Calendar of cultural celebrations

Ex: Mark and celebrate the Karen New Year (Nee Saw Ko) and Karen National Day (February 11)

Creating a Culturally Sensitive Classroom

Multilingual reading materials? Children’s Literature

◦ Canada O Canada by Ted Harrison (I Like the Seasons!) What Happens in Winter? by Sara L. Latta

◦ Family Diversity The Family Book by Todd Parr

◦ Social & Cultural Issues Karenni by Anne Johnson The Cat from Kosovo by Mary-Jane Hampton The Sandwich by Ian Wallace If the World were a Village: A Book About the World’s People by

David J. Smith◦ Folktales

The Rice Fairy: Karen Stories from Southeast Asia by Edward Norman Harris

The Flying Canoe by Roch Carrier

Creating a Culturally Sensitive Classroom

Second Language Learning Principles We have already explored two of the L2

learning principles: ◦ “A supportive environment is key to learning a

second language.” AND◦ “In and of itself, language can be a source of

satisfaction and delight.” What are the others? We will use the

principles as a framework (ESL K-9 Guide)

“Language and concepts are developed together.”

Implication: Teachers embed English language learning within a meaningful context

Yay!! This is what content-area teachers do everyday

Think social studies, science, mathematics, art, etc.

Now think about how to create a content class that is language-sensitive…

Principles and their Implications

“Language must be adjusted so the student can understand what is being communicated.”

Implication: Teachers must modify instruction and assignments in content areas Goal is Comprehensible Input and Output◦ Gestures◦ Realia◦ Key visuals◦ Graphic Organizers

Principles and their Implications

Principles and their Implications Clear directions

◦ Keep brief, emphasize key words, speak slowly◦ Deliver in +1 modality◦ Accompanying handouts◦ Assignment models

Build vocabulary (still to come) Note: Cooperative learning and meaningful

context

Principles and their Implications Lesson plan = Content objectives +

language objectives◦ Consider reading, writing, listening, and speaking

demands of lesson◦ Consult TESOL Standards to help develop

language objectives◦ Many students will be at the Beginning English

Language Proficiency Level: Limited or no understanding of English

Assignment modifications =Illustrative example

“Students learn more effectively when they use language for a purpose. Language is learned through social interaction.”

Implication: Teachers ensure their meaningful context includes opportunities for interaction◦ Note: Cooperative learning◦ Conversational strategies

Ex: How to seek clarification, express an opinion, indicate disagreement (Handout)

Principles and their Implications

“Focus is on meaning versus form.” Implication: Teachers explicitly teach key

vocabulary (in context)◦ What words to choose? Words that are high-utility,

relevant to the lesson, and relevant to home life Ex: “was,” “eggs,” “grocery store” High-frequency word lists

Principles and their Implications

Principles and their Implications Activities to develop vocabulary:

◦ Mini-lessons◦ Word walls◦ Portable word walls (Ring or file folder to practise

reading and use in writing)◦ Picture dictionaries ◦ Word Study Activities◦ Word Posters, Word maps, Dramatizing words, Word

sorts◦ Shared reading◦ Interactive read-alouds◦ Buddy reading

“Second language learning builds on previous knowledge and experience.”

Implication: Teachers must support the continual development of the L1◦ Encourage use of L1 in classroom◦ Make self and world connections◦ Picture dictionaries◦ Work with parents to retain L1 at home

Principles and their Implications

“Language skills develop gradually.” Implication: Teachers must be patient and

avoid self-doubt◦ BICS (Basic Interpersonal Communication Skills)

may take up to 2 years◦ CALP (Cognitive Academic Language Proficiency)

may take 5-7 years… if literate in L1◦ Set goals (adapted)◦ Receptive vocabulary develops faster than

expressive vocabulary◦ Know you are making a difference!

Principles and their Implications

Karen Languages The Karen languages are very different

from English There are few translators to help refugees

overcome the language barrier when coming to Canada ◦ The Karen are not a large group of people◦ Differences within the Karen languages

Listen to their language at: http://www.metacafe.com/watch/1043970/amazing_grace_in_the_karen_language/---amazing

Only 1 syllable and 6 tones tones denote meaning◦ Ex: maà – máa – mâa – ma’

Implication: Many English sounds do not exist◦ Final consonants (hat)◦ Final vowels (pie)◦ No vowels (sky)

Different grammar◦ verbs are not conjugated◦ adjectives may not exist

BUT Sentence structure = Subject + Verb + Object Use “classifiers”

◦ Ex: “Three leaves” = “Leaves three pieces” So what does this mean for teachers?

Looking Closer at Karen Languages

Developing Literacy Concepts about the alphabet Letter

knowledge Handwriting Phonemic awareness Phonics skills Grammar Burmese-English dictionaries (Presentation: Literacy Instruction for Div.

1).

Your Support Network Websites:

◦ Refugees from Burma: Their Backgrounds and Refugee Experiences http://www.cal.org/co/pdffiles/refugeesfromburma.pdf

◦ Karen Website http://www.karen.org/◦ YOU MUST CHECK THESE OUT!

Educational Documents: ESL K-9 Guide to Implementation, TESOL Standards

EDPY 413 Course Textbook: 50 Strategies for Teaching English Language Learners (3rd ed.) by Adrienne L. Herrell & Michael Jordan

Local Organizations: Edmonton Public, ELSSC (English Language Support Services Centre), Edmonton Catholic Schools ESL Centre, & EMCN (Edmonton Mennonite Centre for Newcomers)

Your Support Network

I have always liked M & M’s.The most diverse multicultural integrated candy in the world.You have your red ones, your yellow ones, your orange ones,your brown ones, and your green ones, (and the newest blue ones).All in one package, all co-existing TogetherOne color doesn’t think that it is superior to the other.One color doesn’t discriminate against the other.All colors are the same size, shape, and weight.All colors look different on the outside, but have the same ingredients on the inside.M & M’s all have the same flavor, and they all taste G-o-o-o-d.Not all M & M’s are perfect though, some have Nuts!!!In the real world we call them racists, and bigots.Would it be nice if like M & M’s our prejudices,melted into the abyss like chocolate melts in our mouth?And all people were judged by what was inside, rather than the color you see on the outside???If candy can be prejudice free WHY CAN’T WE???

Me & My M & Mshttp://www.epilogsys.com/ScoutingWeb/SubPages/DiversAct.htm

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