Presentation+on+The+Crosscultural+,+Language,+and+Academic+Development+Handbook

CHAPTER 5: CONTENT-AREA INSTRUCTION by Jacquelyn Kent



Specially Designed Academic Instruction in English (SDAIE) is a program of sheltered instruction in which English Learners develop their knowledge of the English language along with the content area without “watering down” the curriculum. A designated teacher attitude is essential and pervasive throughout the program. Teachers must believe all students can learn and because a student’s self concept is partially created by and within their own language, it is important to allow a student to use it. Teacher’s also reflect regularly on their teaching to direct further instruction. While using content standards, teachers connect the curriculum to student experiences and lives with bridging and scaffolding. S/he also adjusts speech patterns and speed to the abilities of students. Students interact with the content using structured discussion, re-presenting material, and other activities. Helping students to understand their own means of learning using the Cognitive Academic Language Learning Approach (CALLA) also engages and empowers the students to participate in the learning process.

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====The chapter on theories and methods of bilingual education was mostly focused on different methods that can be used when presenting a curriculum to English learning students. The chapter begins with a brief description about the history of bilingual education and how it has become what it is in today’s educational system. When discussing the history of bilingual education in America it is interesting to note that the first colonies were founded with multiple languages. In the past being bilingual was common in both the educated class as well as the working class. Many schools in the early history of the United States were founded with the main goal preserving their language. All changed when during WWI when the United States began mandating all school to be taught in English. And then with WWII some states even began prohibiting languages from being spoken. Some states such as Texas even enacted “Spanish detentions” which were given to students who spoke anything but English ====

====In 1964 the Title VI of the Civil Rights Act set a minimum standard for the education of any student by prohibiting discrimination on the basis of race, color, or national origin when receiving funding for federally assisted programs. This has been interpreted as prohibiting denial or access to education because of a student being English learning. But even with this interpretation of the law States have the power to regulate what language their classes are taught in. Some would suggest that language barriers are a factor when analyzing dropout rates. 51 percent of English learners cited not having English speaking skills as a reason for their dropout. Some educators believed that students not having an understanding of the English language were mentally disabled and need to be placed in special education classrooms. The high number of English learning students that were placed into these special classrooms was assessed using English only assessments which led their scores to not be valid. ====

====The second part of the chapter focuses on the methods that are used in the classroom to teach curriculum to English learners. The first model that the chapter discusses is that of submersion which is the default model for educating English learners in the U.S. with this model there are no provisions made for English learners and all instruction is taught in English. Some schools use the ELD model which consists of pull-out ELD, ELD class period, content-based ELD, and sheltered instruction. Another model that is discussed in the chapter is that of immersion bilingual education, this model uses two languages to present instruction. A second form of immersion is dual or two-way immersion which not only enhances English for the English learner but English learners are also taught in the native language of other students. One other technique that can be incorporated in instruction is that of language management. This can be broken up into 4 different strategies. The first is time which is when instruction is taught with a certain amount of time devoted to one language and then another. The second is personnel, this is when languages are separated by teachers. Then we have subject, this is when different subject are taught in different languages. And the last one is manner of delivery, this is when instruction is broken up and different parts are taught in different languages. With a great deal of techniques at a teachers disposal, teaching English learners should produce students who have the skills and ability to learn in English. ====

CHAPTER 8: CULTURAL DIVERSITY by Kathleen Kent

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This chapter was on cultural diversity and its effects in the classroom environment throughout the United States. Immigrants have brought a lot to the US through their cultures, political opinions, religions, economic values, multiple tongues, and various skills. It is important to understand how the United States became the melting pot that it is today. It began with the Europeans coming to the New World and intermingling with the Native Americans. Then the colonists imported slaves from Africa. As time went on the country developed further Southwest, this is where we began our relationship with the Spanish peoples of the West. Ever since that time this country has developed into a place of assimilation, ever accepting new cultures and their people, as the fabric of the quilt that is the United States. Another important aspect of the cultures that are brought together in the US is the advancements that each culture has developed. The Native American people were the first to develop cities, roads, medicinal products, and agricultural systems. The African American community made advancements in the scientific and technological fields, as well as their culture rich with dance, music, poetry, literature, religion, and much more. The Hispanic/Latino people contributed with foundations in mining, agriculture, livestock, politics, and the arts. Asian Americans have influenced economics and the international trade industry. Arab Americans brought with them their strong sense of family and the importance of education. Exploitation of the newest people in the US has been a trend throughout the development of this country. Whether it is through the lack of equal rights or through the underpayment and labor work given to new people as their first positions here it is still exploitation. What it is important to realize is that we need to be aware of taking advantage of these people’s so that we can avoid it in the future, as well as make changes to the educational system and workforce so that everyone has an equal opportunity to advance. This can be done by looking into the educational gaps in the current schools within poverty stricken districts, finding good options for second-language families, and helping to decrease the migration of families so that their children can have a stable environment to be educated in.

CHAPTER 10: CULTURALLY RESPONSIVE SCHOOLING by Sabrina Cabanilla <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Creating a Culturally Responsive School environment involves more than using politically correct terminology when referencing individuals of different ethnicities, religions, socioeconomic status, and so forth. The chapter describes Culturally Responsive schooling as a practice that promotes academic achievement through adherence to 4 major components. They are: 1. respecting students’ diversity, 2. being able to adapt to culturally influenced attitudes or abilities, 3. maintain high expectations for all students, and 4. promote family and community involvement.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Respecting students’ diversity involves having and awareness of and acknowledging student differences, educating students of these differences, and being able to promote mutual respect among students. The ability to adapt to culturally influenced attitudes involves being flexible in teaching strategies and understanding that students’ behaviors may be influenced by cultural expectations. A culturally responsive educator would be mindful of these expectations when evaluating what type of teaching strategies would be most effective to the culturally and linguistically diverse learners. Setting high expectations for all students also includes being mindful of cultural attitudes and beliefs. Educators are encouraged to involve the family in the educational process while some cultures may view education, teaching, and even discipline as the sole responsibility of the school.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Being a culturally responsive educator calls for an awareness that helps practitioners appropriately administer a “child-first” attitude- considering the customs, languages, behaviors, and practices that students are most familiar with and viewing these as helpful in the teaching process instead of a hindrance to a student’s learning process.