Methods and Materials for Culturally Linguistic Diverse students with Exceptionalities By Jose Urena, Brenda Goings, Sylvia Lee & Leticia Valencia.

Methods and Methods and Materials for Materials for

Culturally Linguistic Culturally Linguistic Diverse students Diverse students

with Exceptionalitieswith Exceptionalities

Methods and Methods and Materials for Materials for

Culturally Linguistic Culturally Linguistic Diverse students Diverse students

with Exceptionalitieswith Exceptionalities

By Jose Urena, Brenda Goings, By Jose Urena, Brenda Goings, Sylvia Lee & Leticia ValenciaSylvia Lee & Leticia Valencia

Language DemographicsLanguage Demographics

Persons 5 yrs. & over

Speak a language other than

English

Do not speak English "very

well"

1990 San Luis 4,416 4,173 2,3962000 San Luis 13,958 11,540 7,798

1990 Somerton 4,767 4,449 2,1312000 Somerton 6,546 5,964 3,125

1990 Yuma 49,478 15,090 5,9932000 Yuma 70,856 27,915 11,415

Persons 5 yrs. & over

Speak a language other than

English

Do not speak

English "very well"

1990 Yuma County 97,918 38,070 17,3722000 Yuma County 147,498 67,123 33,295

1990 Arizona 3,374,806 700,287 275,9072000 Arizona 4,752,724 1,229,237 539,937

1990 U.S.A. 230,445,777 31,844,979 13,982,5022000 U.S.A. 262,375,152 46,951,595 21,320,407

English Language Proficiency 1990

0102030405060708090

100

San L

uis

Some

rton

Yuma

Yuma

Coun

ty

Arizo

na

U.S.A

.

Perce

ntag

e

Speak a language other thanEngish

Do not speak English "very w ell"

English Language Proficiency 2000

0102030405060708090

100

San L

uis

Some

rton Yuma

Yuma

Coun

ty

Arizo

na

U.S.

A.

Perc

enta

ge

Speak a language other thanEnglish

Do not speak English "verywell"

School Enrollment 1990/2000

0

5,000

10,000

15,000

20,000

25,000

San Luis Somerton Yuma

Stud

ent N

umbe

r School Enrollment 1990

School Enrollment 2000

Yuma County

05,000

10,00015,00020,00025,00030,00035,00040,00045,00050,000

School Enrollment 1990 School Enrollment 2000

Yuma County

Arizona

0

200,000

400,000

600,000

800,000

1,000,000

1,200,000

1,400,000

1,600,000

School Enrollment 1990 School Enrollment 2000

Arizona

U.S.A.

58,000,000

60,000,000

62,000,000

64,000,000

66,000,000

68,000,000

70,000,000

72,000,000

74,000,000

76,000,000

78,000,000

School Enrollment1990

School Enrollment2000

U.S.A.

Percentage of Growth From 1990 to 2000

050

100150200250300350

Percentage of GrowthFrom 1990 to 2000

Theories and Practices in our Educational System

today:

• Culture

• Assessments

• Teaching Methods

“Educational Perspectives”

The “Melting Pot”

• Maintain status-quo

• A Dominant society

• Assimilation

The “Stew”

• Equal opportunity

• An Intercultural society

• Unique parts-as a whole

TESTINGStandardized vs. Authentic

• Culturally and Socially biased

• Diminishes self-concept and creates anxiety

• Limited sampling abilities

• Subject to error

• Compares individuals to a norm population

• various tools

• Raises student’s achievement and personal expectations

• Multiple areas of competency

• Direct observation of performance

• Enhances student’s individual strengths

CULTUREMonocultural vs.

Multicultural• One Model

• One language

• Limits knowledge

• Discriminates

• Creates a barrier for success

• Cultural equity

• Affirms identity

• Unlimited knowledge

• Embraces diversity

• Builds bridges between communities

TEACHING METHODSLinguistic vs. Multiple

styles• One form of

instruction

• Analytical approach

• Handicaps individual learning

• Individual work

• Paper/Pencil tasks

• Offers learning best suited to the student

• Variety of strategies

• Develops individual talents

• Promotes collaboration

• Reflective practice

The Educational “Stew” perspective:

• Allows us to focus both on the differences in the ingredients while at the same time the beauty as a whole.

• A good stew does not have a bunch of components that look, taste or have the same texture.

• The success of the stew depends not only on its looks but also on a lot of other factors including the taste, the freshness of the ingredients, the texture and the mixture itself.

Reading Methods• No single reading method will be

effective for all students• The application of a variety of

methods is extremely important• Teachers should appropriately

modify or combine methods in order to meet individual needs

• Students with learning disabilities should be provided with sound strategic approaches that empower them as readers, rather than be allowed to learn and internalize incorrect practices

Selecting the Appropriate MethodStudents who need to work on reading mechanics frequently respond to explicitly taught code-emphasis developmental reading methods such as phonic, linguistic or multisensory approaches.

Some effective reading approaches are:

• Phonics approach• Linguistic method• Multisensory approach• Neorological Impress Technique• Language Experience approach• Reading comprehension support

Writing• Teachers must model writing strategies.

• Teachers should exposed students to a wide variety of children’s literature with the goal of developing a feel for the rhythm and pattern of language that (they) will transfer to their writing.

• Students must have opportunities to write

• They must understand their own personal word banks in order to use them and write them

Writing Approaches

•Modeled Writing•Interactive Writing•Guided Writing•Share Writing•Independent Writing•On-demand Writing

ESL Teaching Techniques

Some effective methods to assist second language learners are:

• Total Physical Response• Preview-Review• Audio Lingual Method• Direct Method• Content-based, Task-based, and

Participatory Approaches

References• Techniques and Principles in Language Teaching by Diane Larsen Freeman• Write Up A Storm by Wilda Storm• Lesson Plans and Activities to Increase Writing Proficiency by Wilda Storm• Classroom Management Strategies by Cangelosis, J.S. • http://www.2edc.org/NCIP/library/vi/swenson.htm• Teaching Expressive Writing • http://ericec.org/digests/e590.html• Strategies for composition and self-Regulation in the Writing process• http://1idonline.org/1d-indepth/writing/harris-writing.htm1• Reading methods• http://www.1donline.org/1d-idepth/reading/reading-methods.html• The Strategic Spelling Skills of students with LD• http://www.1donline.org/1d-indeprh/reading/strategiec-spelling-skills.html• A Working Definition of Multicultural Education by Paul Gorski (2000)• One Gorilla by Atsuko Morozumi• Five Little Monkeys Jumping on the Bed by Cristeloq Eileen• Pocket Charts for Math by Scholastic Grade k-2• Sight Word Games by Scholastic grades K-2• Shoebox Centers by Evan Moor grades k-3