Subtest 3

Front 1

Cultural Pluralism

Back 1

Evidenced when a minority culture maintains its own differences while participating fully in the dominant culture.
-members of a secondary society are able to interact fully with the controlling culture without losing any of their home culture characteristics*

Front 2

Acculturation

Back 2

Adapting to a new culture without sacrificing the first culture.
-provides a rich context in which EL's can thrive

Front 3

Parent's waiver right

Back 3

Parents who do not want their child placed in an SEI classroom need only to request they get placed into a mainstream classroom through a waiver.

Front 4

Examples of getting parents involved

Back 4

1. Ask a parent to prepare a talk in his/her home language, and ask child to translate
2. Ask group of parents to be responsible for ongoing display of hallway art
3. Ask parents to be a part of a winter party and share how they celebrate in their home country

Front 5

Parent's waiver rule*

Back 5

When the waiver requests to be placed in an alternative bilingual classroom, and the staff determine an alternative program is in the student's best interest, the waiver may be denied.
-if denied, reason must be given in writing with appeal options. The parent may appeal the decision to either the board of education, or in court. ALSO, the guardian can file a complaint.

HOWEVER, a waiver may not be denied when requesting from an SEI to a mainstreamed classroom*

Front 6

Rule for providing reports in primary language

Back 6

Any school with more than 15% of enrolled students speaking a single primary language other than English must provide all information in THAT primary language.
*further, No Child Left Behind requires information in understandable and primary language, even if % is lower than 15

Front 7

Zero Period

Back 7

A useful, but not required, program that takes place before or after school, and provides intervention to EL's. It's up to districts whether or not to implement this program.

Front 8

Cultural Load

Back 8

The idea that the ability to learn new information is supported or delayed by the relationship that exists between culture and language.

Front 9

Types of CULTURAL DIFFUSION

Back 9

1. Expansion-change that expands from the original site to other localities
2. Relocation- change that moves to another location and abandons old
3. Hierarchical-Results from top-down saturation of small locations under the power of an overriding one
4. Contagious- occurs between members of one community
5. Stimulus- takes a foreign concept and adapts it

Front 10

Cultural Diffusion

Back 10

The process by which a cultural item spreads from group to group or society to society. For example fast food restauraunts developed in the United States have taken over more sectors of the world.

Front 11

Fluent English Proficient (FEP)

Back 11

Student will be reclassified and placed into a regular classroom. Student has met criteria determined by the district to be so.

Front 12

Form R30-LC*

Back 12

Language census used to collect data every March for use by the California Department of Education.
Collects the following information:
1. Number of EL's and FEP's by grade and primary language
2. Numbers of certified staff members serving EL's
3. Number of FEP's who were EL's the previous year
4. Looks for types of instructional settings and services received by EL's

Front 13

CTEL 3-003

Back 13

Approximately 50% of California's children have immigrant parents and 15% have unauthorized immigrant parents. -study done by Urban Institute in 2007

Front 14

Official CA State documents published in what languages?

Back 14

1. Spanish
2. Chinese
3. Korean
4. Tagalog
5. Persian
6. Russian
7. Vietnamese
8. Thai

Front 15

Successful SDAIE instructions

Back 15

1. observation
2. class discussion
3. side-by-side comparison
4. written summary

Front 16

Internal Elements of a Culture

Back 16

Those things that make a particular culture distinct and that are deeply integrated into the cultural fabric. May not be visible to outsiders, and DO NOT contain artifacts.
Examples, mores, rituals, family structure, expectations, gender roles, beliefs, customs

Front 17

Facts on EL's

Back 17

According to CA State Board of Education in 2009, CA has 1.4 million EL's, 25% are not English fluent. EL's are at a dusting disadvantage, mostly lacking sufficient vocabulary and grammar

Front 18

ACCULTURATION vs. BICULTURALISM

Back 18

Acculturation- when one culture comes into contact with another and modifies aspects or characteristics of the home culture . Home culture is not abandoned, rather enhanced.
Biculturalism- two distinct cultures that coexist without one dominating the other

Front 19

Schumann's acculturation model for second- language acquisition*

Back 19

Schumann hypothesizes that the two most influential factors affecting an individual's acculturation are PSYCHOLOGICAL DISTANCE and SOCIAL DISTANCE.
Psychological distance- learner's degree of comfort and motivation and ego
Social distance- how long the learner intends to remain in the second culture, his position in that culture, and his ability to integrate into the social fabric

Front 20

The Four Stages of Acculturation *

Back 20

1. Euphoria- honeymoon phase (short)
2. Culture Shock-(weeks-months)disoriented and lonely
3. Adaptation- gradual acceptance of cultural difference
4. Acculturation/assimilation

Front 21

Three types of Cultural Identification*

Back 21

1. crystallization- EL's sense of identification remains completely with home culture (may resist learning English)
2. cross-over-ashamed of home culture and embrace new culture (common in refugees)
3. criss-crosser- comfortable in both cultures and culturally sophisticated due to exposure to diversity

Front 22

Multicultural Curriculum Reform

Back 22

seeks to integrate the contributions of other cultures.
*Types:
1. Contributions: (least complex) celebrate the contributions of other cultures without making them curriculum specific
2. Additive Approach- retains the curriculum but adds other perspectives
3. Transformation- changes the curriculum's limited formulas with critical thinking that addresses alternative ethnic perspectives
4. Social Action- changes curriculum and adds activities that stress the importance of action to manifest idealism

Front 23

Multicultural Education and Curriculum

Back 23

1. must be frequently examined to ensure accuracy
2. includes a range of perspectives
3. accessible to all students
4. addresses social issues and changes
5. goal of transforming society as a whole