equity and culture: advocating for english language learners · 1. define culture and the...
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Equity and Culture: Advocating for English Language Learners
Chris Richardson Nebraska Education
Association
Ann Marie Borders Michigan Educators
Association
Angela D. Waiters North Carolina Association of
Educators
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Indicate the NEA Strategic Goal and NEA Organizational Priority your session addresses:
• NEA Strategic Goal
– Strategic Goal 2: Empowered Educators for Successful Students
• NEA Organizational Priority
– Every Student Succeeds Act (ESSA)
– Institutional Racism/Racial Justice in Education
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NEA Leadership Competency: Leading Our Professions
• NEA Leadership Competency progression level(s). – Level 1: Foundational – Level 2: Mobilizing & Power Building – Level 3: Agenda Driving
• NEA Leadership Competency themes – Shows educational leadership and understands
union’s role in student learning and leading our profession
– Advocates for policies and strategies that positively impact our profession and student learning
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Session Outcomes
1. Define culture and the characteristics of culture
2. Overview of culturally responsive lessons
3. Develop an action plan to strengthen cross-cultural communication and connections between ELL families and educators
4. Learn advocacy strategies to respond to educational inequities impacting ELLs from diverse cultural backgrounds
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Session Norms
• Actively listen
• Speak from your own experience
• Participate fully
• Respect others
(Adapted from Gorski, 2015)
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The Danger of a Single Story
1.What does Adichie say is the danger of a single story?
2.What role does she say that power plays in the development of a single story?
3.How can a single story impact our perception of the students that we teach?
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DEFINING CULTURE AND CHARACTERISTICS OF CULTURE
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Culture Defined
• A system of shared beliefs, values, customs, behaviors, and artifacts that the members of society use to interact with their world and with one another,” (Zion & Kozleski, 2005, p. 3).
• Macro-culture and micro-cultures (Banks & Banks,
2007)
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Circles of My Multicultural Self
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Cultural Identity
• Everyone belongs to cultural groups
• Cultural identity can change
• Influenced by our interactions with others
• Shaped by socio-cultural and historical perspectives
• Cultural identity exists along a continuum
(Zion & Kozleski, 2005)
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Levels of Culture
• Surface – visible elements of culture
• Shallow – rules regarding communication and behavior
• Deep – the unspoken knowledge and assumptions that form our worldview
Hammond, 2015
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Why Does Culture Matter for Education?
• Culture impacts:
– Students’ beliefs about education and learning, classroom behavior, and communication patterns (Zion & Kozleski, 2005)
– Educators’ beliefs about teaching and learning, expectations for classroom behavior, communication patterns, and classroom management
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Implications for Differences Between Home and School Culture
• May be taught to act and think differently at home and at school (Ogbu, 2003)
• Patterns of language use may be different (Heath, 2003)
• Need support to learn to function within and across cultures (Banks & Banks, 2007)
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How do you strengthen connections between ELL families and educators?
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First Steps
Learn more about ELL families and their home culture.
- Opportunities for ELLs to share their stories
- Opportunities for ELLs and families to share culture
- Language
- Home visits
- Community events
- Independent research
(Colorín Colorado, 2014; Staehr Fenner, 2014)
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Building Trust and Communication with ELL Families
• Recognize that ELL families want to be involved
• Provide support services that are culturally relevant and appropriate
• Engage members of the community as parent liaisons
• Use multiple ways of communicating with families
• Address potential challenges to parent participation
(Colorín Colorado, 2014; Staehr Fenner, 2014)
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ELL Family Involvement Action Plan
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DEFINING AND WORKING FOR EQUITY FOR ELLS
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Action Thermometer
Educational equity means that all students receive the same education regardless of their cultural background, ethnicity, socio-economic status, or any other variable.
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Defining Educational Equity
Educational equity means that all students, regardless of culture, race, economic-status, background, or other personal circumstances should have flexible and equitable access to resources that support their diverse learning needs.
(OECD, 2012; U.S. Department of Education, (n.d); NYSED)
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Equity vs Equality
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Educational Equity Debrief
How does your understanding of educational equity apply to the work that you do with ELLs?
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5 Steps to ELL Advocacy
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Issues of Equity Scenarios Debrief
• How will you apply what you learned during the Equity Issues Scenario activity to your own context?
• What will the challenges be, and how might you work to overcome them?
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Session Outcomes
1. Defined culture and the characteristics of culture
2. Developed an action plan to strengthen cross-cultural communication and connections between ELL families and educators
3. Learned advocacy strategies to respond to educational inequities impacting ELLs from diverse cultural backgrounds
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Session Outcomes
• The content from this session can be used in the following ways in your current position/role:
– Help you plan and develop ways to increase parental involvement across cultures
– Help you identify issues of inequity and develop a plan to advocate for equity
– Bring awareness of the need for cultural competency
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Equity and Culture: Advocating for English
Language Learners
• Please complete the evaluation for this breakout session!
• Please visit the Leadership Development Resources website at www.nea.org/leadershipdevelopment