EQUITY AND MULTICULTURAL EDUCATION

EDU 5105 Dr. Dunlop Submitted by: Cohort 10B Alison Bruno Carmen Campos Vito D’Elia Sean Fox Carrie McDermott Lisa Omeis

Advocating Social Change in Schools and Communities

History

u Historically, schools have maintained an English-only policy.

u Bilingual Education Act (BEA) of 1968 mandated Bilingual education programs

u Shift in teaching landscape on a national level with new possibilities in multicultural education

u Debate over best instructional approaches for English language learners

Designing and Implementing Instructional Strategies Promoting Democracy and Equity for All Students

Promoting strength & value of cultural

diversity

Promoting human rights and respect for

those who are different

Promoting alternative life choices

Promoting social justice and equal

opportunity for all

Promoting equity in the distribution of

power

Developing Policy and Strategic Planning to Achieve Educational Equity Across Groups

v NCLB v  RTI v  Approaches to Literacy

*Basal Reader *Whole Language *Balanced Literacy

Identifying Global Approaches to Equity and Multicultural Education

Five Standards for effective and equitable pedagogy developed by The Center For Research on Education, Diversity, and Excellence (CREDE) (Slater & Grant, 2007):

Teacher & student

producing together

Developing language

across the curriculum

Making meaning

Teaching complex thinking

Teaching through

conversation

Social Language Academic Language

Acquisition

Social Misconceptions about Language Learners and Linguistic Abilities

When trying to implement change in our schools and communities, we must first understand the differences between the English social language and academic language acquisition skills. Cummins (1980) cited research whereby immigrant children took, on average, five to seven years to progress successfully through the cognitive academic language proficiency (CALP).

Instructional Approaches

CONTENT AREA

Reading

Writing

Listening

Speaking

SIOP Model

SIOP Framework Eight Components:

Ø Preparation Ø Building background Ø Comprehensible input Ø Strategies Ø Interaction Ø Practice and application Ø Lesson delivery Ø Review and assessment

Conclusion

There is no single, unitary strategy that may be implemented that will promote language and cultural growth across all students. Educators need to keep abreast of current breakthroughs that assist in articulating equity, while honoring students’ cultural roots and providing access to pluralism in the classroom.

References

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Matters. Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire.

Clevedon, England: Multilingual Matters. Echevarria, J., Vogt, M. & Short, D. J. (2003). Making content comprehensible for

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