ENGLISH LANGUAGE LEARNERS

Culturally and Linguistically Responsive Instruction

Beth Garner July 2014bgarner.dr@lee.k12.nc.us

GETTING STARTED - KWL On a sticky note, write one or two things

that you know (K) about or from working with English Language Learners (ELLs).

Turn to a partner and share what you have written on your sticky note.

Group share out (& place on board)

On another sticky note, write one or two things that you want (W) to learn about working with English Language Learners.

A SIMPLE ACTIVITY

https://www.youtube.com/watch?v=p7AjmK77BWM

(Play at 2:30)

Graphic Organizer Flow Chart

DISCUSSION•What does your graphic organizer look like?•Did you recognize any words?•Would you like to listen to the video again?•Would you like to work with a partner?

How do you feel?

ANOTHER LOOK

https://www.youtube.com/watch?v=p7AjmK77BWM

(start at 3:35)

This time, complete a Cause and Effect graphic organizer!

THE DIFFERENCE•What were some of the cause and effect relationships that you came up with?•What made the difference? •If you weren’t allowed to use English (for most of us, our L1 – first language), could you have completed this activity? How?

How do you feel now?

BUT THEY SPEAK ENGLISH

BICS (Basic Interpersonal Communication Skills)

Vs.CALP (Cognitive Academic Language

Proficiency)Jim Cummins (1984)

ACADEMIC LANGUAGE ACTIVITY

This is English, right?

Content classes often have their own academic language which is increasingly more difficult as students progress through school.

What strategies are you using? What kind of help would you like?

STRATEGIES – TURN & TALK Was this frustrating? If so, why?

What strategies did you use to help you?

What did you need to know to successfully complete this activity?

SUCCESSFUL COMPLETION DEPENDED UPON: Background Knowledge

Vocabulary Connections

Academic Language

OUR ELLSCountries, Languages & Cultures

WHO ARE OUR ELLS?

Countries

US BornMexicoEl SalvadorHondurasVietnamPuerto RicoPhilippinesGuatemalaChinaAzerbaijanColombia

WHAT LANGUAGE DO THEY SPEAK?

Language

SpanishVietnameseTagalog/FilipinoChinese

CULTURAL DIFFERENCESDifferences in Teacher/Student and Student/Student Interaction Related to the Individualism vs. Collectivism Dimension

COLLECTIVIST SOCIETIES INDIVIDUALIST SOCIETIES

Positive association in society with whatever is rooted in tradition

The young should learn; adults cannot accept student role Students expect to learn how to do Individual students will only speak up in class when called

upon personally by the teacher Individuals will only speak up in small groups Large classes split socially into smaller, cohesive subgroups

based on particularist criteria (e.g. ethnic affiliation) Formal harmony in learning situations should be maintained at

all times Neither the teacher nor any student should ever be made to lose

face Education is a way of gaining prestige in one’s social

environment and of joining a higher status group Diploma certificates are important and displayed on walls Acquiring certificates, even through illegal means (cheating,

corruption) is more important than acquiring competence Teachers are expected to give preferential treatment to some

students (e.g. based on ethnic affiliation or on recommendation by an influential person

From: Hofstede, G. (1986). Cultural Differences in Teaching and Learning. International Journal of Intercultural Relations, 10, p. 312

Positive association in society with whatever is “new” One is never too old to learn; “permanent education” Students expect to learn how to learn Individual students will speak up in class in response to a

general invitation by the teacher Individuals will speak up in large groups Subgroupings in class vary from one situation to the next based

on universalist criteria (e.g. the task at hand) Confrontation in learning situations can be salutary; conflicts

can be brought into the open Face-consciousness is weak Education is a way of improving one’s economic worth and

self-respect based on ability and competence. Diploma certificates have little symbolic value Acquiring competence is more important than acquiring

certificates Teachers are expected to be strictly impartial.

ON THE SCALEIndividualism

│││││││││││││││││││

Collectivism

USA 91Australia 90Great Britain 89Canada 80Italy 76France, Sweden 71Germany 67Israel 54Spain 51India 48Argentina, Japan 46Iran 41Arab countries 38Philippines 32Mexico 30East Africa 27Singapore, Thailand 20West Africa 20South Korea 18Costa Rica 15Indonesia, Pakistan 14Guatemala 6

Adapted from: Rothstein-Fisch, C. 2003. Bridging Cultures: Teacher Education Module. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers

CULTURAL DIFFERENCESTen Differences Between Collectivist & Individualist Societies

Individualism Collectivism Everyone is supposed to take care of him- or

herself and his or her immediate family only “I” consciousness Right of privacy Speaking one’s mind is healthy Others classified as individuals Personal opinion expected: one person one vote Transgression of norms leads to guilt feelings Languages in which the word “I” is

indispensable Purpose of education is learning how to learn Task prevails over relationship

From: Hofstede, G. (2012). Dimensionalizing cultures: The Hofstede model in context. Samovar, L., Porter, R., & McDaniel, E. (eds.). Intercultural Communication. Boston, MA:Wadsworth Cengage Learning. p. 26.

People are born into extended families or clans which protect them in exchange for loyalty

“We” – consciousness Stress on belonging Harmony should always be maintained Others classified as in-group or out-group Opinions and votes predetermined by in-group Transgression of norms leads to shame feelings Languages in which the “I” word is avoided Purpose of education is learning how to do Relationship prevails over task

IMPLICATIONSTalk to a shoulder buddy about what this

means for our classrooms and for you as an educator.

Stand and Share

IN THE CLASSROOM Value the student, their culture and their

languageHow can we do that?

Get to know the student Human capital (not deficits); funds of knowledge Incorporate the familiar when possible and

appropriate Other suggestions?

Use WIDA Can-Do Descriptors

WIDA CAN-DO DESCRIPTORS

IN THE CLASSROOM CONT’D Make use of proven strategies

Small groupsWait Time (time to think & respond)Think Pair ShareStand and shareKWL chartsTPR (Total Physical Response)Songs/MusicOther suggestions?

CONCLUSION On the remaining sticky note, write 1 or

2 things that you learned (L)

Any questions?

Post “W” & “L” on chart.