"Language is the greatest show [one] puts on."
~Benjamin Whorf
Multicultural, Multiculturation, or pluralistic means appreciation and respect
and reverence of their own culture while extending this reverence to others. W eacknowledge that we all come from many ethnic
groups and each has contributed to the social fabric of America.
"We may have come in on different ships but we're all in the same boat."
PART I
- Negative cultural diversity - negative
attitude of other cultures
- Stereotype- when false and inaccurate characteristics
are attributed to an individual
- Sociotyping-when false and inaccurate characteristics
are attributed to a cultural group as a collective.
- Assimilation- forced or by choice to take on another's
cultural ways at the expense of your own culture.
- Acculturation-blending your own culture and adding
on the ways of another culture while retaining your own sense of cultural identity.
- Ethnicity-refers to the sense of belonging to a cultural
group
- Culture- see definitions on course blog (custom, beliefs and language)
- Deep Culture-considering the roots of a culture-meaningful
significance of what it is truly like to be a part of that culture ( family, roles, ceremonies, myths, grooming, values, time)
- Surface Culture-superficial understanding or naive
understanding of a culture (food, holidays, pesonalities, art, music)
- Ethnocentrism-believing your culture is superior
compared to others
- High-Involvement- more gregarious in social dynamic-interrupt,
loud, animated
- High-Considerateness-more formal in etiquette-not
interrupting, politely listens, attentive
- Low-Cotext- As E. Hall explains: "Words and sentences
have different meanings depending on the context in which they are embedded" (p. 31). Information about what is expected is
readily availble-instructions, directions, clearly explained as to how to behave and what constitutes appropriateness.
(American culture in the middle of high & low context cultures; unstable & changing over time)
- High Contect Cultures- People do not have to speak
or explain very much about what is expected about appriateness; they know what others mean, think and expect. (static-traditional)
- Field-Dependent-students need to see the whole
picture (global perspective) first before informtion is broken into bite size peices. Tend to like to work cooperatively and
works well in informal, social settings. Appreciates story format. Learns in context.
- Field-Independent Learners-students like to work
independently; competitive,logical sequential ordering of information culminating in the whole picture. comfortable with abstract
thinking; self-centered thinking.
Part IV
Process Writing (or workshop model, p. 222) refers to the natural writing process of brainstrorming, drafting
ideas, peer editing, teacher editing, revising, peer conferencing, teacher conferencing toward the final presentation, usually
resulting in the Author's Chair.
The social nature of reading and writing is recognized in this proces by working independetly and also sharing
work and receiving feedback from peers and teachers.
Dialogue journals, peer journals, personal journals are ways of reinforcing that practice as students
perceive themselves as writers.. Exposure to various kinds of literature provides awareness for students to be able to write
beyond thier experiences and knowledge. Although presented linearly, it is is a creative and evolving process weaving in and
out of the different stages. Prewriting/brainstorming, drafting, revising, editing, and publishing.
Process writing recognizes the stages of crafting words into meanigful tools for communication with
an audience.
Stage 1: Prewriting includes brainstorming, brain fart, mind dump,
freewrite, visual map, question dial to jum start our ideas.
Stage 2: Drafting focuses on the objective of the assignment
and intended audience, purpose of assignment with attention to word selection, voice, style. Conferencing with peers
and teacher happens throughout the stages.
Stage 3: Revising involves more than rewriting from a sloppy copy
to a neater version. Questions posed during peer and teacher conferencing provide ways to refine writing to better communicate
ideas organizationally, gramatically, stylistically.
Stage 4: Editing ways to provide error correction feedback.
Text provides a quick code for students to use on p. 240. Utilize students' strengths as editors also.
Stage 5: Publishing gives authenticity and meaning to the writing process. Exploring venues for sharing
their work is just as creative and satisfying as the writing process itself.
Language Functions- listening, speaking, reading, writing, viewing, visual
representations.
Anecdotal Observations (p. 155)-Informal documentation (Open-ended, running records
revealing progress over time) of what students are thinking, doing and saying. Student quotes in describing their own learning
are powerful assessment indicators of their learning.
SOLOM (p. 154-156)- Student Oral Observation Matrix-oral language assessment
matrix useful in real life contexts. Matrix on p. 156,
Six Traits (NWREL) continuum for evaluating writing: ideas, organization, voice, word choice, sentence
fluency, conventions and presentation.
Psycholinguistic Pespective-Kenneth Goodman's model that readers use syntactic cues
(how language works), semantic cues (drawing from past experiences), and graphophonic (sounding out words and sight words)
in a sociolinguistic context to bring meaning to what they read (p. 185).
Schema Theory of Reading- based on Goodman's research schema research theory recognizes that reading
meaning is constructed based on readers' background knowledge. Schemas refer to the a priori knowledge readers bring into
the process of reading P. 136).
Rosenblatt's Transactional Theory of Reading-meaning is negotiated when reader and
text unite. Meaning is not inherent in the text itself. It is'mined out' once the reader interacts with it given reader's
schema and background knowledge and reading experience. Transaction occurs with efferent (reading for a purpose) and aesthetic
(reading for enjoyment) reading approaches (p. 188).
Reading-Writing Connection-identifies the reciproacal relationship between reading
and writing (p. 189).
Interactive Pespective of Reading- acknowledges that effective readers automatically recognize
words (to free their cognitive minds for thinking about comprehension without having to content-guess) toward interpretation
of what they are reading (p. 189).
Social Interactionist Perspective- Developmental theorist Lev Vygotsky, emphasized the social nature
of language and adult's role in language development. The Zone of Proximal Development (ZPD) is where children progress from
their actual development to their potential development with adult guidance (p. 190). What a student can do with our
help today, they can do by themselves tomorrow.
Role of Questions and Critical Thinking-use of higher-order thinking skilss-synthesizing,
analyzing, evaluating expand readers' background knowledge and divergent thinking prowess. Recall and remembering are considered
lower level skills that we alredy practice enough. See Bloom's Taxonomy on p. 192).
PART III
Integrated Language Approaches include: conten-based, experiential learning
and language experience approach (LEA), sheltered English all focused on drawing from students' knowledge and background
in social and authentic ways.
Experiential Learning- is the adventure in learning, "learning by living"
type of environment. "Service learning is a kind of experiential learning" drawing from the theories of Piaget, Vygotsky,
Kolb and Gardner where students are creators of learning and producers of knowledge in content and context (p. 93).
Content-Based-Oral language and writing and reading skills are emphasized within content
areas as the context for learning language (p. 93).
Sheltered English- students in high school are taught content area subjects in English
with modifications in sheltering techniques such as: simplifying vocabulary, adapting text material, vocabulary reinforcement
(p. 94).
Language Experience Approach (LEA)-student develop their own reading materials which
becomes the content for their own reading skills and instruction. Shared writing is an example of such an approach. Preparing
a recipe for students to eat later becomes the language experience for their reading and writing instruction. After tasting
the food, student generate their story. This approach draws from students background knowledge and experience.
MI-Howard Gardner's infamous Multiple Intelligence theory recognizes at least 9
intelligences (and understandably more) as means of knowling and learning strengths: visual/spatial, linguistic, intrapersonal,
interpersonal, musical, kinesthetic, logical/mathematical, naturalistic, humanistic (see inventory on p. 118; also many availble
online).
Five Generic Principles (p. 98):
#1. Involvement of student as active learners (not passive);
#2. Involvement of listening, speaking, reading, writing, visual and symbolic representation in meaningful
and purposeful conversation and ways;
#3. Contextualize learning with home and background experiences;
#4. Challenge students cognitively and creatively;
#5. Engagement in through dialogue in instructional conversation.
Reading
Highlights
“For
stories & children who read, it is meant to go beyond the words on the page.” (NCTE, October 2005, Roswell,
NM)
Strategies-mental processes or plans for use in learning,
comprehending, and retaining information. Three types of strategies operative in reading, writing and learning: cognitive,
metacognitive and affective/social.
Six Language Arts-listening, talking, reading, writing,
viewing, visual representations
We learn written language very similarly to oral language development. Second language learners process new language similarly to first-language acquisition: through social interactions
with children and adults.
Second language learners
move through developmental stages in learning new language
Begin to use new language
to communicate by listening, talking, reading, writing, viewing, visual representations.
Small phrases- no pencil/
me go
Tenses- no ed for past tense
Code switch-mix first
language w/English
Source: Echevarria, Vogt, Short (2004). Making content
comprehensible for English learners: The SIOP model. New York:
Pearson Education (Allyn & Bacon).
………………………………
SUPPLEMENTARY MATERIAL supports different learning
styles and multiple ways of knowing because information and concepts are presented in multifaceted ways:
(real-life connections
help bridge prior experiences with new learning)
- Hands-on manipulatives
- Realia | Pictures
| Visuals | Multimedia | Demonstrations
………………………………
Related literature
/ trade books supplement textbooks (aesthetic responses=personal feelings which leads to a transactional experience leading
the reader to a deeper understanding of concept depicted)
ADAPTATION of CONTENT
`Graphic Organizers
`Outlines (teacher
prepared-completely or partially)
`Leveled Study Guides
`Highlighted Text (helps
reduce reading demands)
`Taped text (available
for both home and school)
`Adapted text
`Jigsaw text reading
`Marginal notes
`Native Language texts
(use first language texts, websites, CD-ROMS as supplementary)
`MEANINGFUL Activities
(age appropriate activities that recognize and respect their intelligence)
Five Language systems:
`Orthographic/Lexile (written system of representing
words symbolically, sight words)
`Phonological systems or sound system of language (decoding,
pronouncing, dialects, invented spelling, alliteration, onomatopoeia, word-identification)
`Syntactic or structural system of language (word families-endings,
prefixes, suffixes, punctuation, capitalization, parts of speech, compound words)
`Semantic or meaning system of language (metaphors,
idioms, antonyms, synonyms, homonyms, multiple meaning words, dictionary-thesaurus use)
`Schematic (connecting to a priori knowledge, personal
stories)
`Pragmatic or social/cultural use system of language
(audience, script, dialogue, colloquial, formal, slang, idioms)
………………………………
GENERAL Strategies:
`Predicting: anticipating what will happen
`Organizing: grouping and organizing information into
categories
`Elaborating: expanding on the information presented
`Monitoring: regulating or keeping track of progress
`Self-regulating: use strategies when needed
`Questioning: prompted by reading; natural curiosity
`Summarizing: processing information for making meaning
Language Strategies:
Tapping prior knowledge
Visualizing
Monitoring
Predicting
Making Connections
Playing w/language
Organizing Ideas
Applying Fix-up strategies Summarizing
Figuring out unknown
words
Revising Meaning
Evaluating
Language Arts Skills:
Print | Comprehension |
Language |
Reference | Study
Supporting strategies:
- Code breakers
- Text-participants (comprehend what they are reading, text structures, genres)
- Text-users (read, compare/contrast multigenre texts, writing for purpose)
- Text-critics (examine issues raised or they raise in books)
+Use environmental
print-food, labels, transportation
+Add First
Language materials in classroom library
+Write books
in first language
+Bilingual
tutors
+First language
videotapes
+Language
websites such as http://www.babelfish.com
Source: Language Arts Patterns of Practice Gail E.
Tompkins, [6 ed.]
………………………………
Think-aloud a text. Ask students to categorize your
think-alouds.
into 5 types of mental moves:
Picturing | Questioning |
Summarizing| Recalling
| Clarifying
- They begin the apprenticeship process of making thinking
visible by watching you and they can
practice: false starts, retracing characteristics
for reading w/ understanding.
- After teacher models, ask students to read a segment of text and generate questions (mental moves) of each type, sharing and assessing their questions and methods they use
to answer them.
- Finally, pairs of students are assigned to generate 2 of each type of questions (mental moves) for each of the chapters they read.
- Pairs take turns leading class discussions of the book based on the questions they have generated/written.
- Role of teacher is to connect questions generated to content
………………………………
Source: READING FOR UNDERSTANDING (Shoenbach, Greenleaf,
Cziko, Huwritz, p. 123)
Literature Response
activity:
Storyboarding Reader
Response - [“writing is a kind of photography with
words”-Donald Graves in Reissman, R. (1994) p. 41] Fold and divide paper
into 9 equal sections. Include plot development, mood changes, dialogue lines and descriptive details that you can remember
from a particular chapter or story. Share with group members noting the variations
in each others’ story responses.
