Culture And Inclusion

Front 1

No Child Left Behind Act of 2001

Back 1

-signed by Bush in 2002
requires:
-standards in math/reading
-testing system
-academic standards
-schools schow AYP (adequate yearly progress)
-parents can choose school if school isn't AYP
-Requires LEP students become English proficient

Front 2

Individuals with Disabilities Education Improvement ACT (IDEA) of 2004

Back 2

topics covered:
-governing of agencies that offer early interventions
-special education services
-infant and toddler intervention

Front 3

Proposition 227 (CA)

Back 3

-requirement of instruction to be taught in English
-placement into one year's worth of English immersion for students not fluent
-funding via private tutoring

Front 4

William v State of California

Back 4

Filed in response to the belief that CA public schools was not adequately providing for students (filed against state)
-claimed that the basic educational tools were lacking
Outcome: new process put in place for complaints

Front 5

Lau V Nichols

Back 5

Non-English speaking students who entered schools were told to "sink or swim" (violation of the student's rights)
Outcome: The "Lau Remedies"- schools must teach English and instruction to do so. And, students been placed in a suitable environment as an EL

Front 6

Bilingualism

Back 6

One is PROFICIENT in TWO languages
-most common is students who hear L1 at home and another at school

Front 7

English-only Movement

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Grass-roots movement that has grown in size and support. Wants English to be the "official and only" language for the citizens of the US

Front 8

Strategies of Empowerment

Back 8

1. Create a positive learning environment
2. Involve community/families
3. Respect diversity of language/culture
4. Track rates of retention and English promotion to notice trends and proactively offer support to prevent dropout due to lack of grade level promotion
5. avoid segregation of students
6. communicate to parents in their language
7. allow and encourage access to AP classes, alternative study tracks, dual-language programs, bilingual education, and heritage language programs

Front 9

Acculturation Stages

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1. honeymoon stage called "elation" -wonder and excitement upon entering the new country
2. "cultural fatigue" "culture shock" "reistance"- weeks or months later when constantly comparing unfavorably to old culture and annoyance in the differences
3. "Transformation" or "Adjustments and adaptation"- feels enough at home to appreciate and value the differences in the new area (interested and efficient)
4. "Integration" or "Acceptance" -newcomer feels truly at home. Person has a appreciation and understanding of both the old and new cultures.
-typically children go through these stages more quickly

Front 10

migration

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movement of a group or person from one area to another, often seasonally

Front 11

immigration

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movement of a group or person to new area in order to work or take up permanent residence

Front 12

secondary migration

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migrate from one place to another with intentions of staying, but then migrating again after a short period of time

Front 13

cultural relativism

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judgement of a culture by standards your own culture (new culture is viewed as relative to the old culture)
-for example, one judges a family to be "poor" and "dirty" because their home is smaller/cluttered. When in fact, relatives share this home because family is more important than a immaculate home

Front 14

Multicultural appreciation

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EL's who feel valued have more self-esteem, which leads to being more likely to learn the language.
For example, consider sponsoring a multicultural event (dia de los muertos /Chinese New Year) . This creates a climate of inclusion. Students learn about others cultures, as well as share their own. This increased sense of belonging will facilitate the learners acquisition of the secondary language.

Front 15

ELD programs

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Classroom assessment plays a major role. Using "realia" (real life objects and artifacts) from the home cultures of students in the ELD program benefits:
1. teacher ensures that all students understand the function/use of each piece
2. students engage in discussion about objects
3. students whose realia comes from their cultures feel "ownership" and can speak on them authoritatively=self esteem and language booster

Front 16

California Language Arts- Writing a Narrative strategy

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ELA standards requires students are able to write a narrative composition. Possible lesson:
1. Read aloud to students, selecting a book that describes a family situation
2. Discuss events of story with class
3. Ask students to brainstorm/discuss events that have occurred in their own families
4. To begin writing, teacher might offer guided questioning, writing scaffolds, models and extra support.

Front 17

California English Language Development

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All EL's of ALL LEVELS must have access to core curriculum classes and work. They must have access to both English Language learning and the core subject's information.
Students who are EL's do better when the instructor modifies lessons and teaching styles to more closely match those of the student's home culture, therefore, teachers should study his/her student's home cultures

Front 18

How to promote a learning environment

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1. Teacher observes students and notes how they approach learning (i.e.: hands on, reading, observation) and then incorporate those learning styles into lessons
2. Take into account the differences of student behavior based on cultural background. Teacher and school can design lessons and a classroom environment that foster learning for students who communicate differently due to cultural background and norms.

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Transformative Approach

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In order to learn, one must be aware of his/her thoughts or feelings regarding the world around us. Consider how you feel and then shift perspectives. Lessons in this theory are designed to allow students to see things from other's perspectives, thus enhancing multicultural learning environment.
For example, when teaching a war history lesson, look at how both sides must have felt. Or, students discuss a cultural event and teacher allows students to discuss the event from their perspective.

Front 20

The Immigration Act of 1965

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In the early 20th century, immigrants would enter the US along due to a quota system that restricted immigrants more severely. This new ACT encouraged families to stay together, thus creating immigration more common as a family unit.

Front 21

When Working with Immigrants

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preparation:
1. Familiarization with the culture of student's home country.
2. Do not rely solely on information from outside sources. Confirm assumptions with someone from the same cultural background and get to know the student personally to confirm.