Multicultural and Multilingual Education Chapter 7 ©2012 McGraw-Hill Higher Education. All rights reserved. McGraw-Hill/Irwin

7-2 Cultural Views of the World Americans view the world in parts or categories (taxonomic). American culture is predominantly individualistic. Many Asian cultures (as well as South American and African ones), on the other hand, view the world holistically, and place more cultural emphasis on collectivism (relationships between people). ©2012 McGraw-Hill Higher Education. All rights reserved.

7-3 Biculturalism The ability to retain one’s own culture while adapting to the dominating culture Bicultural education: an alternative method in schooling those who are resistant to the methods of the dominant culture ©2012 McGraw-Hill Higher Education. All rights reserved.

7-4 Dominant, Dominated, and Immigrant Cultures Dominant Culture: the prevailing culture (in the U.S., European American) Dominated Cultures: groups who were forcefully incorporated into the United States Immigrant Cultures: first generation of groups who freely decided to come to the United States ©2012 McGraw-Hill Higher Education. All rights reserved.

7-5 Cultural Frame of Reference Refers to the manner in which people interpret their perceptions of the world May lead to different interpretations of the same event ©2012 McGraw-Hill Higher Education. All rights reserved.

7-6 Ogbu’s six factors of low academic achievement: 1.Some members of dominated groups believe that they must act white in order to succeed in school. 2.Some students from dominated cultures may fear that doing well in school will symbolize a rejection of their own culture. 3.Peer pressure against acting white might result in students actually avoiding academic achievement. 4.The feelings of hostility some students from dominated cultures might feel toward school can result in conflicts with European American administrators, teachers, and other students. 5.Conflicts with school personnel and other students can heighten distrust of school and a rejection of school rules. 6.Some students from dominated cultures might begin school disillusioned about their ability to achieve. ©2012 McGraw-Hill Higher Education. All rights reserved.

7-7 Empowerment In the field of ethnic studies, the term means providing the intellectual tools for creating a just society. This is contrasted with "benevolent helping," such as welfare programs. ©2012 McGraw-Hill Higher Education. All rights reserved.

7-8 Nieto’s seven characteristics of multicultural education: 1.The school curriculum is openly antiracist and antidiscriminatory. 2.Multicultural education is considered a basic part of a student’s general education. 3.Multiculturalism should pervade the curriculum. 4.Multicultural education is considered important for all students. 5.Schools should teach social justice by preparing students to overcome racism and discrimination. 6.Learning should emphasize the asking of the questions why, how, and what if. 7.Multicultural education should include critical pedagogy as the primary method of instruction. ©2012 McGraw-Hill Higher Education. All rights reserved.

7-9 Delpit’s five maxims for preparing dominated children for access to power: 1.Issues of power are enacted in classrooms. 2.There are codes or rules for participating in power; that is, there is a “culture of power.” 3.The rules of the culture of power are a reflection of the rules of the culture of those who have power. 4.If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier. 5.Those with power are frequently least aware of—or least willing to acknowledge—its existence. ©2012 McGraw-Hill Higher Education. All rights reserved.

7-10 Three Bilingual Programs: Maintenance bilingual programs: designed to maintain the ability to speak, read, and write in the student’s language while learning English Transitional bilingual programs: the student’s native tongue is used in class until the student learns English; after the student learns English, classes are conducted only in English Two-way bilingual programs: include both English-speaking and non-English-speaking students; the goal is for all students to become bilingual in English and another language ©2012 McGraw-Hill Higher Education. All rights reserved.

7-11 The Major Purposes of the English Language Acquisition Act To help ensure that children who are limited English proficient (LEP) attain English proficiency; To prepare children for learning core academic subjects; To develop language instructional programs for LEP students; To design instructional programs that prepare LEP children to enter all-English instruction settings; To continue English instruction for LEP children; To create language instruction programs for the parents and communities of LEP children; To streamline the grant programs for English language acquisition; To hold State educational agencies, local educational agencies, and schools accountable for increases in English proficiency. ©2012 McGraw-Hill Higher Education. All rights reserved.

7-12 According to Skutnabb-Kangas’s Universal Covenant of Linguistic Human Rights, everybody has the right to: Identify with his/her mother tongue(s) and have this identification accepted and respected by others Learn the mother tongue(s) fully, orally (when physiologically possible), and in writing Profit from education mainly through the medium of their mother tongue(s) and within the state- financed educational system Use the mother tongue in most official situations (including schools) ©2012 McGraw-Hill Higher Education. All rights reserved.

7-13 Questions in Multicultural Education Should public schools teach a common culture to all students? Should that culture be Eurocentric? Should English be the official language of the U.S.? Should students have the right to learn their mother tongue and the dominant language? Should students have the right to receive instruction in their own culture? Should the major goal on instruction about different cultures be the teaching of appreciation of other cultures? Should public schools teach non-Eurocentric cultural traditions to maintain these cultural traditions? Should multicultural education attempt to change the dominant culture? ©2012 McGraw-Hill Higher Education. All rights reserved.