1. Crossing the Cultural Bridge: Meeting the educational needs of Multicultural Newcomers

2. English Language Learners Look beyond language acquisition Differences in approach to learning Complex multicultural interaction Significance of topic Personal motivation

3. The Challenge What works? Mobility Growth in numbers Young field of research

4. Instructional strategies Personal learning styles Multicultural setting “Ignore” language issues

5. Some Terminology Content integration Cultural capital ELL Interventions Newcomer

6. Research Questions 1. What works for newcomers? 2. What works for Latino newcomers? 3. What works for Asian newcomers? 4. Are there cultural differences in the responses?

7. Theory Basis Learning Memory Motivation Learning Styles

8. Newcomer Tactics Cooperation Collaboration Community Cognition

9. Cultural Differences Individual/group Time Part-to-whole / Whole-to-part Ideals

11. Latino Ideals Interdependence Apprenticeship Shared interaction Concept integration Divergent thinking

13. Asian Ideals Group dynamics Social hierarchy Responsibility Consensus Incongruity of home/school culture

14. All Newcomers Sorting the volume of information Ordered body of knowledge Personal meaning Social conventions Adapt and assimilate Content integration Networks of meaning Transfer learning

15. Dichotomies Need Quality Served low-level demands High value placed on education Misplaced attribution

16. Cooperative learning goals Latino Scaffold Completion Asian Communal learning

17. Latino Newcomers Dissonance of home / school cultures Cultural capital Extrinsic / intrinsic motivation Community / individualism Low-level thinking Divergent and inductive reasoning

18. Asian Newcomers Dissonance present but confronted Cultural capital Intrinsic motivation Community / individualism Hierarchical social order

19. Emergent Themes 1. Cultural dissonance exists 2. Newcomers sort a large volume of information including social cues 3. Content integration is necessary 4. High quality education is necessary 5. Attribution and effort yield good grades

20. 6. Need to correct attribution 7. Need drive to succeed 8. Need to connect positive aspects of home and school culture 9. Cooperative / collaborative education seems to be a central key

21. Conclusions 1. Latino newcomers need high quality instruction Cognitive techniques Grappling with concepts High-level thinking

22. 2. Latino newcomers need exposure to cooperative learning Peer instruction Shared workload Jigsaw tactics

23. 3. Latino newcomers need to focus on correct attribution Personal effort equals positive results

24. 4. Asian newcomers need instruction on attribution Personal effort equals self-actualization

25. 5. Asian newcomers need exposure to cooperative learning Peer instruction Individual responsibility Harmonious interaction Self development

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