CULTURAL DIVERSITY IN NEW YORK CITY CLASSROOMS CULTURAL DIVERSITY IN NEW YORK CITY CLASSROOMS Selecting Efficient Instructional Techniques for Culturally Diverse Classroom Selecting Efficient Instructional Techniques for Culturally Diverse Classrooms Svetlana Khvatikova and Marva Rudder Education 7201: Seminar in Applied Theory and Research I Fall 2011

Table of Contents  Introduction  Statement of the Problem (slide 3)  Supporting Theorists (slide 4 and 5)  Pros (Slide 6)  Cons (Slide 7)  Instructional Strategies (Slide 8)  Statement of the Hypothesis (Slide 9)  Conclusion (Slide 10)  References (Slide 11-15)

Statement of the Problem Statement of the Problem  New York City is one of the most diverse cities. All five boroughs are filled with children from diverse backgrounds and cultures.  The need for teachers to relate to student’s cultural backgrounds is important (Meachum, 2001).  Several studies have shown, that student’s culture plays a crucial role in the way they learn and view the world (Lanson-Billings, 1995).

Supporting Theorists  Lev Vygotsky : o Affirms that learning does not take place in cognitive isolation, but within the context of activities and social interaction likely informed by the day-to- day contingencies of culture. o Suggests school learning is largely informed by the interaction between the conceptual domains of the home and the school. o States that regardless of cultural background, the most effective school learning occurs when learning assumptions in the home or “spontaneous” conceptual domain, are meaningfully connected to the assumptions encountered in the school, the “schooled” conceptual domain.(Meacham 2001)

Supporting Theorists (continued)  James A.Banks: o James A. Banks points out that cultural diversity, “enriches a nation by providing all citizens with rich opportunities to experience other cultures and thus to become more fulfilled as human beings. When individuals are able to participate in a variety cultures, they are more able to benefit from the total human experience” (Banks, 2008).  The goal of multicultural education is: o To help individuals gain greater self-understanding by viewing themselves from the perspectives of other cultures. o To assume that with acquaintance and understanding respect may fellow. o To provide students with cultural, ethnic, and language alternatives. (Banks, 2008)

Culturally relevant pedagogy has been defined: o as a means to use students’ cultures and strengths to bridge school achievement ( 2008; Singer 2010; Blake 1997; Jones 1985;Vijaker 2001;Wurzel, Holt 1991; McClean 1996). o to recognize students’ home cultures, promote collaboration among peers, hold high standards, and connect home life with school experiences (Young 2010;Chisholm 1994; Montgomery 2010) o Siwatu (2007) stipulated that there is general agreement among culturally responsive pedagogues insofar as how the theory is used.(Ladson-Billings 1995; Silva, Langhout 2011;Morrison, Robbins 2008)

How multicultural classroom instruction is undermining our children's ability to read, write, and reason, multiculturalism is quite the norm in America's elementary schools. (Hymowitz, 1999; Morgan 2010; Zhang 2001; Schultz 2010). James A. Banks, argues that multicultural education is damaging and unimportant to the students’ growth and development (Banks, 2008). Sleeter, argues that we should focus our attention on other “pressing concerns, such as increasing students’ test scores (Sleeter, 2000). Hymowitz mentioned that Sandra Stotsky, a well-known multiculturalists and author of a book entitled, Losing Our Language, that instead of focusing on cultural diversity, which is “dull and preachy” we should help students with “vocabulary building” (Hymowitz, 1999).

Instructional Strategies: Storybooks  According to Greif, Kim, and Klein (2006), the increasing diversity in the U.S. school system has led to a growing body of scholarly literature on ways that counselors can effectively meet the culture-related challenges posed by this change.  Baghban (2007) indicated that many immigrant children face dilemmas when they move to a new country. She added that “classroom materials relevant to the social and cultural experiences generate interest in and enthusiasm about learning.” (Baghban, 2007).

Statement of the Hypothesis  HR¹:To implement multicultural literacy instruction to twenty first grade students, for 45 minutes per day in the morning over a 4 week period. This will increase student’s knowledge and understanding of cultural diversity as measured by a comprehensive social studies test.

Conclusion  Banks (2008), claimed that “diversity enriches a nation and increases the ways in which its citizens can perceive and solve personal and public problems” (Banks, 2008).  Vygotsky (2001), affirms that learning does not take place in cognitive isolation, but within the context of activities and social interaction likely informed by the day-to- day contingencies of culture (Meacham, 2001).

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