1 Taiwan Teacher Professional Development Series: Seeking a Culturally Responsive Pedagogy July 19, 2010.

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Taiwan Teacher Professional Taiwan Teacher Professional

Development Series:Development Series:

Seeking a Culturally Responsive Pedagogy

July 19, 2010

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Goals and Objectives• As a result of this class, students will be able to:

• Articulate an emergent understanding of the complexity of teaching and working with culturally and linguistically diverse students.

• Discuss various myths & misconceptions about LA & the connections to our classrooms

• Share ideas about the teacher as a cultural broker in the context of our increasingly bilingual/multilingual environments of the 21st century.

• Acknowledge that L.A. is a life-long learning experience for all of us.

Bingo!

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“Bilingualism”

Definitions

and

Distinctions

1. How does our class define Bilingualism?

2. Refer to “emergent” definitions you have created.

3. Now, how might this perspective look globally?

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Bilingualism: A World Perspective

• The majority of the world’s population is actually bilingual or multilingual.• About half of the countries in the world have one official

language,

• Others have more than one official language.

• The “official” languages of some former colonies, typically French or English, are not the national languages or the most widely spoken language, but are the language of power and business.

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Bilingualism

Consider these two distinctions:

An Individual possession

A group/societal possession

In seeking distinctions --

Are the two linked?

Should we consider both? Why?

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The CHL learner:Early exposure to

Non-dominantHome language

L1:Non-DominantHL

English L2Development:English-onlymainstream

Speakers ofEnglish L2:L2A

HL development:

In sufficient input,Low social status,In adequate homeliteracy environment,Incomplete linguisticsystem

Re-learn CHLAs a foreign Language:HLA

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Definitions & Distinctions

• Identify Difficulty /Challenges in TERMINOLOGY• Bilingualism - types• Ability vs. Use• Degree vs. Function• Language skills vs.

Competence & Performance• Ability and Proficiency (ambiguous term)• Achievement (outcome of formal instruction)

• Now, consider the role these terms and their definitions play in our schools

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Definitions & Distinctions (con’t)

• Bilingual Ability• Four Language

Abilities (oracy/literacy)

• Listening, Speaking, Reading, Writing

• Fifth Language Competence

• Thinking

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Definitions & Distinctions (con’t)

• Bilingual Ability• Labeling Bilinguals• Balanced Bilinguals• Additive & Subtractive

Bilingualism

• How do we measure bilingualism?• Schools• Society

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More Definitions and Distinctions (cont.)

**B.I.C.S.Basic Interpersonal Communication Skills

Ability to communicate through

language on a very basic

level

“Social” language

**Jim Cummins(1983)

**C.A.L.P.Cognitive Academic Language Proficiency

Cognitive - thinking

Academic - reading, writing,

analyzing

Language - language

Proficiency - how well you use it

“Academic” Language

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BICS and CALP

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Additive / Subtractive

Additive Bilingualism Subtractive Bilingualism

Proficiency in two languages. Proficiency in one language.

First language/ culture is promoted and developed

Second language/ culture is intended to replace first language/ culture

High self-esteem Lower self-esteem

Increased cognitive flexibility Loss of cultural / ethnic identity

The acquisition of a second language does not occur at the expense of proficiency in the first language.

The second language replaces use and development of the L1, resulting in a state of L1 loss to the detriment of the L2 development

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Goals and Objectives• As a result of this class, students will be able to:

• Articulate an emergent understanding of the complexity of teaching and working with culturally and linguistically diverse students.

• Discuss various myths & misconceptions about LA & the connections to our classrooms

• Share ideas about the teacher as a cultural broker in the context of our increasingly bilingual/multilingual environments of the 21st century.

• Acknowledge that L.A. is a life-long learning experience for all of us.

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Myths & Misconceptions

• What are some of the myths & misconceptions about language learning?

• Why are these myths? Discuss in your groups.

• How & why might these be connected to the classroom setting? Significance?

• How do they apply to today’s learners? To you??

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Connections• Now, think about our topic this evening. What

does it mean to you --• personally? • professionally?

• How do you see yourself as an L2 teacher working in a diverse classroom, and what knowledge and skills do you need to acquire/develop?

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Goals and Objectives• As a result of this class, students will be able to:

• Articulate an emergent understanding of the complexity of teaching and working with culturally and linguistically diverse students.

• Discuss various myths & misconceptions about LA & the connections to our classrooms

• Share ideas about the teacher as a cultural broker in the context of our increasingly bilingual/multilingual environments of the 21st century.

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Consider: The Teacher as Cultural

Broker & Builder of Bridges

Activities

• Create a survey to understand your students

• Create a bingo to understand the cultural diversity in a classroom.

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