Cultural & Linguistic Diversity

Miryam Yataco Cultural & Linguistic Diversity Thematic One: Cultural and Linguistic Diversity (*) Miryam Yataco my2119@nyu.edu Term: Room Assignment: Office: Office Hours: Phone: Course Description: In this course, we explore the educational consequences of linguistic and cultural diversity. This training workshop will encourage students to develop an awareness and appreciation of diverse ways of meaning through the lenses of language, and culture. Students will explore foundational beliefs and values within societies through transcultural interactions in both real world and virtual global social networks. This course will provide students with a foundation for understanding the varied behavior and thought processes of individuals and groups in different societies. Students will develop the ability to compare and contrast societies and cultures and demonstrate this ability through interactions within real world and virtual global social networks. One of the main goals of this course will implement an approach to learning based on socio-cultural theory that posits that learning occurs in the interaction among individuals. I am quoting from a one of the handouts that will be given to the students participating in this workshop: Children become linguistically and culturally competent members of their community through interactions with caregivers and other more competent members of that community. As a culturally and linguistically diverse student population is, or will soon be, the norm in most U.S. schools, developing an understanding of the ways that children are socialized at home is increasingly important. Many children bring to school not only a new language, but also cultural ways of using language that differ from those of mainstream school culture (Heath, 1983; Zentella, 1997). These differences can lead teachers to underestimate or misinterpret the competence of students. In order for all students to have equal opportunities for educational success, teachers must be aware not only of what children need to learn, but also of the knowledge and skills that they bring from their linguistic and cultural backgrounds (Cummins, 1986; Fillmore & Snow, 2002; Genesee, 1994; Moll, Amanti, Neff, & Gonzalez, 1992). 1 Miryam Yataco Cultural & Linguistic Diversity This quote summarizes research on language socialization; outlines some of the ways that children are socialized into their home culture, such as caregiver speech and concepts of the self, illustrated with social practices in Andean and Latino American cultures; and suggests educational implications of this research. The primary objective of this course is for educational practitioners to achieve a comprehensive understanding of the inter-relatedness of language and literacy learning and to apply this knowledge in the design and evaluation of effective literacy instruction. Knowledge of the interaction between language and literacy is based on exploration of the greater socio-political context of schooling that define the meaning of literacy in a linguistically and culturally diverse society. One theme of interest will be to explore the meaning and diversity of literacy in different cultures around the world. Specifically, this course will examine issues stemming from language diversity in the public schools around the world, including English literacy, Spanish literacy, nativelanguage literacy and biliteracy and the impact of educational policies and programs on language minority students. The relationship between language and literacy and characteristics of effective curriculum and instruction will be examined based on current educational research and teachers' action research in the classroom. I am planning to introduce concepts such as bilingual teachers as language policy makers as posed in the following publication: Menken, K. and Ofelia García (eds.). 2010. Negotiating Language Policies in Schools: Educators as Policymakers. New York: Routledge. This course is guided by the following essential question: a. How do language and culture shape diverse perceptions and influence interpersonal relationships at a personal level in the communities and in educational settings? The course is based on the premise that literacy learning takes place at the point of juncture in a triad formed by the language content and concepts of an academic task, teachers' language and students' language. This dynamic interactive triad must be observed, described and analyzed in a variety of contexts for educators to fully appreciate the impact of language choice, language as a medium of instruction, language as communication and language in cognitive processes. This theoretical base respects the expertise of literacy educators in weighing the complexities of students' total literacy environment, individual learning needs and processes, and instructional programs and materials necessary to maximize each student's literacy achievement. 2 Miryam Yataco Cultural & Linguistic Diversity Course Objectives 1. To examine definitions of language and literacy and their educational implications for instruction and assessment at all levels of the educational system and in the larger society. 2. To examine the concept of multiple literacies. 3. To examine cross-linguistic phenomena, bilingualism and cultural diversity. 4. To examine the psycho- and socio-linguistic, educational and professional bases for design and selection instructional methods, programs and policies for language and literacy education. 5. To review and critique current academic polemics and public debate of issues that affect language and literacy education for culturally and linguistically diverse student populations and individual students. 6. To structure modes of inquiry and to perform action research to discern relationships between language content and academic/ cognitive content and tasks involved in literacy instruction. 7. To evaluate programs of instruction and instructional materials in use in public schools based on criteria based in sound literacy pedagogy. Course Requirements There are three major assignments that students will complete to demonstrate mastery of course competencies and content. These assignments are described in detail in class handouts and on-line assignment web pages. In addition, reflections on weekly readings and participation in on-line forum discussions are required. 1. Topics in Literacy Report demonstrating competency in the use of library and on-line resources to examine and analyze academic discussions, research and public policy debates on issues of language and literacy education. 2. Literacy Program Evaluation & Panel Presentation demonstrating competency in applying criteria of sound language and literacy pedagogy to evaluate instructional materials and programs and to present evaluation results to diverse audiences of educators, policy makers, parents and community, and the public. 3. Language and Literacy Development Case Study demonstrating competency in conducting action research through observation and assessment of the language/content interaction of classroom instruction and students' literacy learning and performance. 4. Active participation in weekly assignments and class activities including the on-line discussion forum, demonstrating reflective practices and the integration of course content with teaching/ learning experiences in public school contexts. 3 Miryam Yataco Cultural & Linguistic Diversity Instructional Strategies: lecture, demonstration/modeling, discussion of content knowledge, PowerPoint presentations, use of media including video and audio tapes, and fostering active student engagement through participation in collaborative group work, oral/media presentations, hands-on activities, and role playing. Syllabus may be revised at the discretion of the professor. Course Requirements/Means of Assessment: Assignments Points Assessment Tool Due Weekly journal entries, chapter responses 20 journal/writing rubrics Major class assignments/projects, written and oral 40 presentation & writing rubrics checklists Field Assignment 15 checklist Research Assignment 20 checklist Literacy Project: 20 checklist Mid-Term/Final Exams 20 exam Total Percentage Points 100. Any assignments submitted late will receive a grade that is 80% of the earned grade. Late Assignment: any assignment submitted after the beginning of the class in which it was due. You are expected to come to class on time and with a hard copy of the assignment ready to submit. Mini-lessons Guided practice Communicative approach Cognitive approach and structure lessons Importance of classroom talk Cognitive and meta-cognitive strategies Focusing on Strategy Instruction Planning, implementing and adapting, for all children, developmentally, culturally and linguistically appropriate instructional practices and strategies 4 Miryam Yataco Cultural & Linguistic Diversity General Course Objectives -engage and challenge all students to maximise their individual talents and capabilities for lifelong learning -enable all students to develop positive self-concepts and their capacity to establish and maintain safe, healthy and rewarding lives -prepare all students for effective and responsible participation in their society, taking account of moral, ethical and spiritual considerations -encourage and enable all students to enjoy learning, and to be self-motivated, reflective, competent learners who will be able to take part in further study, work or training -promote a fair and just society that values diversity -promote continuity and coherence of learning, and facilitate the transition between primary and secondary schooling. Required Reading: -Affirming Diversity: The Sociopolitical Context of Multicultural Education. Third Edition. Publisher: Allyn & Bacon, Inc. Nieto, Sonia, Patty Bode This book examines the meaning, necessity for, and benefits of multicultural education for students of all backgrounds, providing a conceptual framework and suggestions for implementing multicultural education in today's classrooms. It presents case studies, in the words of students from a variety of backgrounds, about home, school, and community experiences and how they influence school achievement. There are 11 chapters in three parts. Part 1, "Setting the Stage: Approaches and Definitions," includes: (1) "Why the Case Study Approach?" and (2) "About Terminology." Part 2, "Multicultural Education in a Sociopolitical Context: Developing a Contextual Framework," includes: (3) "Racism, Discrimination, and Expectations of Students' Achievement"; (4) "Structural and Organizational Issues in Schools"; (5) "Culture, Identity, and Learning"; (6) "Linguistic Diversity in Multicultural Classrooms"; and (7) "Toward an Understanding of School Achievement." Part 3, "Implications of Diversity for Teaching and Learning in a Multicultural Society," includes: (8) "Learning from Students"; (9) "Multicultural Education and School Reform"; (10) "Affirming Diversity: Implications for Teachers, Schools, and Families"; and (11) "Multicultural Education in Practice." An appendix presents resources for collaboration and educational transformation. (Contains approximately 360 bibliographic references.) (SM) -Menken, K. and Ofelia García (eds.). 2010. Negotiating Language Policies in Schools: Educators as Policymakers. New York: Routledge. 5 Miryam Yataco Cultural & Linguistic Diversity - Bartlett, L. and García, O. 2011. Additive Schooling in Subtractive Times. Dominican Immigrant Youth in the Heights. Tennessee: Vanderbilt University Press. - García, O. and Kleifgen, J. 2010. Educating Emergent Bilinguals. Policies, Programs and Practices for English Language Learners. New York: Teachers College Press. -García, Ofelia, Tove Skutnabb-Kangas and María Torres-Guzmán (eds.) 2006. Imagining Multilingual Schools: Languages in Education and Globalization. Clevedon: Multilingual Matters. [Reprinted for the Asian market by Orient BlackSwan, Andhra Pradesh, India, 2009]. Sleeter, Christine E. & Grant, Carl A. (2003). Making Choices for Multicultural Education: Five Approaches to Race, Class, and Gender (4th ed.). New York: J. Wiley & Sons Documentaries -Iskay Yachay: Two Kinds of Knowledge.Video PRATEC 2005 – Maja Tillman Salas. Access: Video This video brings the voices and minds of quechua speaking community members from Cusco, Peru. They explain what school they want for their children. What education is needed for life to flourish and for the strength of ancestral times to be carried over to new generations. Over the past decade the Nucleus for Andean Cultural Affirmation has been working in Cusco with groups of rural teachers and parents in order to attain an understanding of education and cultural diversity. The reflections they make on the way in which Andean children learn of both worlds, Western and Andean, lead them to unexpected conclusions that deserve to be listened to and taken into account. Directed by Maja Tillmann Salas for (PRATEC) Proyecto Andino de Tecnologías Campesinas, Perú, 2005. -Documentary Zorros de Arriba Highland foxes– Andahuaylas, Perú. Gavina Cordova. Access Video Documentary about issues of language discrimination and the role of indigenous languages in school settings in Andahuaylas, Peru. -La Educacion Prohibida- Access Video "La Educación Prohibida", Estreno Mundial 13 de Agosto del 2012. Sitio Web Oficial: http://www.educacionprohibida.com 6 Miryam Yataco Cultural & Linguistic Diversity Articles Cobo-Lewis, A.B., Eilers, R.E., Pearson, B., & Umbel, V.C. (2002). Interdependence of Spanish and English knowledge in language and literacy among bilingual children. In D.K. Oller & R.E. Eilers (Eds.), Language and Literacy in Bilingual Children (pp. 118-134). Buffalo, NY:Multilingual Matters LTD. Dickinson, D.K., McCabe, A., Clark-Chiarelli, N., & Wolf, A. (2004). Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children. Applied Psycholinguistics, 25, 323-347. Dressler, C., & Kamil, M.L. (2006). First-and second-language literacy. In August, D., & Shanahan, T. (Eds.), Developing literacy in second language learners (Report of the national literacy panel on language-minority children and youth, (pp.197-238). Mahwah: NJ: Lawrence Erlbaum. Durgunoğlu, A.Y., Nagy, W.E., & Hancin-Bhatt, B.J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453-465. García, O. 2009. Livin’ and Teachin’ la lengua loca: Glocalizing U.S. Spanish ideologies and practices. In Language Allegiances and Bilingualism in the United States, ed. by Rafael Salaberry. Clevedon, UK: Multilingual Matters, pp. 151-171. Gay, Geneva. (2000). Culturally responsive teaching: theory, research, and practice, New York: Teachers College Press. Lindsey, K.A., Manis, F.R., & Bailey, C.E. (2003). Prediction of first-grade reading in Spanish-speaking English-language learners. Journal of Educational Psychology, 95, 482494. Wong-Fillmore, L. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6, 323-346. Attention Students with Disabilities: If you have a documented disability that requires accommodations, you will need to register with Student Disability Services (SDS) for coordination of your academic accommodations. The Student Disability Services (SDS) office is located at the Libbs- Howard Library in the Student Academic Success Services department. Once you have your accommodations in place, I will be glad to meet with you privately during my office hours to discuss your special needs. Student Disability Services’ mission is to assist the university in creating an accessible community where students with disabilities have an equal opportunity to fully participate in their educational experience at the University. 7