PART ONE ~ Chapters 1 - 8
Multicultural Education:
~ creation of equal educational opportunities for students from diverse racial, ethnic, socialclass,
and cultural groups.
~ acquisition of knowledge, attitudes, and skills needed to function effectively in a pluralistic
democratic society.
~ interaction, negotiation, and communication with peoples from diverse groups in order to create
a civic and moral community that works for the common good.
Multicultural curriculum:
~ Create a classroom atmosphere of equal opportunity for all students.
~ Create an atmosphere of cultural diversity and positive attitudes for people from all backgrounds
and cultures.
~ Establish a nonthreatening atmosphere for learning so that students can explore creative activities
ans succeed in school.
~ Encourage students to become more culturally literate.
Parent-School Communication:
~ Support parents' confidence in actively participating in their school experiences and help them
realize that school success is possible.
~ Use language that parents can understand.
~ Send messages home in the parents' native language. Use an appropriate reading level parents
can understand.
~ Initiate cross-cultural interaction and encourage parents and community members to explore new
educational and academic background.
~ Encourage parents to integrate new information into their child-rearing practives and incorporate
new ideas about education into their family network.
Culture: the learned behavior patterns and attitudes of people
in their societies.
Ethnicity: the sense of belonging to a cultural group.
Kinesics: the study of body language: includes facial expressions,
posture, gestures, body movement, eye contact, or any ritual that conveys messages or meaning from culture.
Paralinquistics: set of vocal, nonverbal utterances that
carry and augment meaning.
Haptics: art of how people use touch to communicate.
Proxemics: how a person uses and percieves body space.
Oculesics: the study of eye movement
and position.
Chronemics: the way a person views and uses time.
Monochronics: think in terms of linear sequential, time-ordered
patterns with a beginning, middle, and ending.
Polychronic: individuals that tend to think about and involve themselves
in a number of activities simultaneously.
Teaching/Learning mismatches:
~ Teachers should be cognizant of their own teaching styles as well as their studets' learning styles,
provide varies opportunities for students to discover their own learning styeles, and take risks by experimenting with a number
of instructional styles.
~ Students need to be cognizant of their own learning styles, become more tolerant of ambiquity in
the foriegn language learning environment, and help themselves become more autonomous leaners.
Six-Point Plan (ind. culturally reflected learning styles):
1. Observe student behavior and note the changes from situation to situation. From
this assessment, it is easy to determine the students' preferred way of learning.
2. Design your teaching methods, strategies, incentives, materials, and situations so
they complement student preferences.
3. Execute the learning experiences planned.
4. Evaluate the learning experiences by determining if instructional objectives have
been met, but also in terms of student behavior and tak involvement.
5. Through-out the year, gradually plan and implement learning experiences that require
behaviors that the students have previously shunned. include one aspect of the unfamiliar during each learning episode,
focusing on the reward, the material, the situation, or the task requirements. In this manner, the students have to
scaffold to support the new learning experience with prior experience.
6. Continue the effort to provide familiar, comfortable, successful experiences while
gradually presenting new ways for children to learn.
PART FOUR ~ Chapter 14 - 18
Listening: is the ability to identify and understand what
others are saying. MICROSKILLS of LISTENING include:
~Predicting
~ Guessing at unknown words
~ Using own knowledge for understanding
~
Identifying relevant points
~ Retaining relevany points
~ Recognizing discourse markers
~ Recognizing cohesive devices
~ Understanding patterns and inferrments
Process Writing- Moves away from the
traditional aspects of writing and guides children through the writing process which focuses on beginning writing (brainstorming),
orgainizing thoughts (graphic organizers), revising (sloppy copy), editing, at last reviewing the final product (publishing).
Also encourages free wriitng using notebooks and dialogue journals.
Observations- Is
a type of informal assessment. Teachers observe students while they are working to help them pinpoint troubling areas
the student may be experiencing.
Anecdotal Observations- Another
type of informal assessment. These observations are connected to performing running records of a child's reading, writing
and speaking abilities. Can also help pinpoint troubling areas.
Solom- Is an observation matrix used
that stages a child's language development. Is another tool for teachers to use that will help distinguish
a child's strengths and needs within his/her language development.
