+ Session 3 Who are our students? How can we make curriculum culturally relevant?

+ Agenda Community assets map draft discussion Wikis and Group discussions Jigsaw group discussion (Ch. 1 and 2 and Rios et al) Cushner’s intercultural education

+ Community Assets mapping What is community asset mapping? Strong communities are where the capacities of local residents are identified, valued and used. Every person has capacities, abilities and gifts. If these are utilized in the community, a person will feel valued, powerful and well-connected to the people around them. You will try to find ways to connect people when you are a teacher. Identifying the sources of these capacities and the ways in which you make connections for people in your community is essential.

+ COOKED Documentary- _mapping_project _mapping_project What is the need for community resiliency was considered an emergency?

+ Community assets mapping discussion How do you define “community”, and “neighborhood”? Define the characteristics of each and start to think about which community in Whatcom or Skagit you would like to focus on. How might you find out this information? What websites and resources might you go to? What’s the first step? I’m interested in Westview Elementary in Burlington.

+ Finding and collecting resources find the ELL specialist OSPI Community partners

+ Community assets mapping Your turn: Discuss your solid list of resources, school and community information per the guidelines for the assignment. How to collaborate with your group: Use Pages OR Collaborations OR Conferences All available on Canvas. Click around and see what works best for you.

+ WIKIS AND GROUP PAGES How to create the pages and group leaders HQZeB1YNA-VeB7X4pxHlfVJU/edit?usp=sharing HQZeB1YNA-VeB7X4pxHlfVJU/edit?usp=sharing

+ F & F CH 1: Case Studies Share a Summary, Connections & Questions Raised about the students you profiled, addressing:  the student’s cultural /ethnic heritage;  educational background;  language history;  time in the US;  unique assets or challenges s/he experienced in learning English and succeeding in the US.

+ Learner Profiles A. Eugenia, FarrahB. Mony, Osman C. Salvador, TouD. Sharma; E. Jose Luis, Guillermo & Patricia Share: the student’s cultural /ethnic heritage, educational background, language history, time in the US, unique assets or challenges s/he experienced in learning English and succeeding in the US.

+ Freeman & Freeman Ch 2 Define the term and explain how these help us understand the profiles in CH 1 or your case study if applicable: A) In what ways do the above mentioned case study students from Ch. 1 fit into each of these learner categories? B) Newly arrived with adequate schooling C) Newly arrived with limited schooling D) Long term English learner E) Potential long-term English learner

+ Theories: Embrace - Critique 80% of ELL are Hispanic / 65% from Mexico (2006) Matute – Bianchi (1991) How do you identify yourself? 1) Recent Immigrants 2) Mexican Oriented 3) Mexican American 4) Chicano 5) Cholos According to Matute – Bianchi, Chicanos and Cholos did not succeed in school because they perceived a lack of opportunity

+ Individual in Society: Where do you locate the “problem”? Valdes: Many immigrants distance themselves from their cultures, see themselves as discriminated against due to ties to Mexico. Gandara & Contreras: Latino students experience a host of impediments to success in schools. Any one of these barriers is daunting but to be challenged simultaneously by multiple obstacles and a lack of social, psychological, and educational support at school and in the community does limit the potential of many Latino children.

+ Theories: Embrace / Critique A) Explain Ogbu’s theory and illustrate his concepts with examples from the profiles we have read. What do you think about his theory? B / D) Summarize the theories presented in the section, Historical perspectives on “failure”- and explain how these theories could be either helpful or damaging to understanding students. C) What is the context interaction model and how can this help you to better understand your student? E) Explain how Ogbu's theory inform how the context interaction model would look for two (your choice) of the case study students from Ch. 1?

+ RIOS & MARKUS EDUCATION AS A HUMAN RIGHT ALL. As an introduction to their argument, this paper briefly summarizes the ways scholars have framed the need for multicultural education: changing demographics, closing the academic gap, developing cross cultural competence, confronting colonization and hegemony. Briefly summarize the author’s definition of each of these arguments in your words and then explain how you see each of these relating to the teaching of English. What questions does this section raise for you?

+ Rios & Markus Jigsaw Sections: For your assigned section below, first summarize, connect and question. A. Foundations of their argument linked to: 1) Access to quality education for all, and 2) Recognition of the value of cultural diversity national. B. Based on their foundation of their argument, summarize the author’s arguments about then explain the connections you see to teaching English. What questions does this section raise for you? C. Psycho-cultural Rights: 1) Right to see oneself in the curriculum and 2) Epistemological justice. D. Socio-Cultural rights: 1) Freedom from prejudice and discrimination; 2) Learning about and from others; and 3) Developing a more universal vision of reality. E. Cultural Democratic Rights: 1) Human rights education; 2) Knowledge of themselves as active agents and history makers

+ Cushner’s work on intercultural education How do you fit into each of these categories? How do they overlap? How do they affect each other and the opportunities you may or may not have? My example:

+ Multiple Influences of Culture

+ Session 4 ahead Session 4 page on Canvas Post #4 on Suarez-Orozco (2 articles) Make sure to post to your group’s discussion board View “Precious Knowledge”