1. Content Area Reading: Chapter 3 Culturally and Linguistically Diverse Learners
“ There are so many kinds of voices in the world, and none of them is without significance.”
- St. Paul

2. The Culturally Diverse Learner
“more often than not…”
Have difficultly interpreting and writing about “academic texts”
The cycle: culturally diverse students + school failure = low achievement rates & high drop out rates
Students given “watered-down versions of the curriculum”
Students leave HS with their hidden talents still hidden
Given a negative school experience which forms into a permanent attitude
Highly diverse population should equal a high number of diverse texts with equal expectations

3. 1964- Civil Rights Act deeming discrimination of another based on race, color, religion, or national origin to be unconstitutional in service and work places.
1964 Economic Opportunity Act put in place the Head Start program as well as Upward Bound.
1965- Elementary and Secondary Education Act provided federal funding to schools for programs (title 1) that would benefit low-income schools and disadvantaged students.
1967- Bilingual Education Act provided federal funding for schools to benefit non- English speaking students in minority groups.
Education & the 60’s
The 1954 Brown vs. The Board of Education of Topeka case changed the face of education forever. This cause ended with the ruling that “separate but equal” was not in face equal but quite the opposite.
This set the tone for education reform in the 1960’s….

4. What is Culture?
The fish
Culture defined…
“Most people other than those who study culture, probably don’t think much about what it means to be immersed in a culture, just as fish probably don’t think much about what it means to be immersed in water.”
“…the shared beliefs, values, and rule-governed patterns of behavior that define a group and are required for group membership.”

5. From Peace Corps. To Classroom
Started the year with 29 students
Ended the year with 18
Most Hispanic students had moved
5 African Americas
2 White
3 Asian (Chinese, Korean, Cambodian)
2 Africans (Ethiopia, Zambia)
1 European (Germany)
Teacher views on individual culture
Not correcting English in order to encourage exploration
Ease allowed for interaction
His actions made a difference…
“cultural and linguistic sensitivity,”

6. The 4 Distinct Instructional Approaches
CONTRIBUTIONS APPROACH:
Paying tribute to cultural holidays, culture figures throughout history , as well as important dates.
A surface approach to culture in the classroom.
ADDITIVE APPROACH:
Related to the Contributions approach. This idea takes it one step further creating unit like study and or taking a more in-depth look at various topics.
DECISION-MAKING/SOCIAL ACTION APPROACH:
The project based aspect of the Transformative Approach, this allows for students to get into culture more by working with cultures’ key ideals and issues.
TRANSFORMATIVE APPROACH:
Allowing students to make their own inferences about cultures. Giving ample opportunity to investigate and create their own set of ideals about a culture.

7. Evidence Based Best Practices Science and Math
Teacher actions
Read through Family background cards
Involvement right away in a unit of study
At the end- discuss the ‘others’
Bring in the experts
Someone who quit smoking for bio.
A cook for chem.
A carpenter for math
Create Relevance!

8. The 7 Key characteristics of a culturally responsive classroom
High expectations
Positive relationships with families and community
Cultural sensitivity
Active teaching methods
Teacher as facilitator
Student control of portions of the lesson
Instruction around groups and pairs to create low anxiety
The 7 Key characteristics of a culturally responsive classroom

9. Ideas for implementing …
Label objects
Invite family members
Use paired learning
Opportunity for student presentation
Use visuals often
Opportunity for hands-on learning
Make schedule visible
Maps
Choral reading
Bilingual dictionaries
Non-fiction picture books for key concepts
Culture in curriculum
Personal journal
Assignment pad

10. Sheltered Instruction for English Learners
Adapting instruction in Content Classrooms:
Provide comprehensible input
Use strategies for Vocabulary development
Differentiate between intensive and extensive reading
Use the repeated reading strategy
Use a variety of instructional materials and trade books
Use learning strategies for active engagement
Use writing strategies
Observation protocol sheet

11. Thank you! Gracias! Danka! Quyana!
The End
Thank you!
Gracias!
Danka!
Quyana!