Chapter 10Diversity in Classroom and SchoolsThings to Consider about Cultural Characteristics (Diaz-Rico & Weed, 1995)Crossing Cultural BoundariesMulticultural EducationThings to be Considered (Banks, 1981, 1997)Multicultural CurriculaStrategies for Comprehensible Linguistic InputBilingualismCharacteristics of Effective TeachersSheltered English InstructionPromoting Language Learning during Content Instructioncopyright (c) 2003 Allyn & BaconChapter 10Teaching Culturally and Linguistically Diverse StudentsThis multimedia product and its contents are protected under copyright law. The following are prohibited by law:• any public performance or display, including transmission of any image over a network;• preparation of any derivative work, including the extraction, in whole or in part, of any images;• any rental, lease, or lending of the program.copyright (c) 2003 Allyn & BaconDiversity in Classroom and SchoolsUnderstanding U.S. Macroculture (Banks & Banks, 1995)–Equality of opportunities for individuals in society–Individualism–Social mobility through individual effort and hard work–Individualistic attitudes toward values and behaviors–Belief in nation’s superiority–Orientation towards materialismcopyright (c) 2003 Allyn & BaconThings to Consider about Cultural Characteristics (Diaz-Rico & Weed, 1995)Time Space Dress and FoodRituals and CeremoniesWork Leisure Gender RolesStatusGoals Education InteractionCommunicationcopyright (c) 2003 Allyn & BaconCrossing Cultural BoundariesAutonomous minoritiesImmigrant or voluntary minoritiesCastelike or involuntary minorities–Cultural inversion–Collective identitycopyright (c) 2003 Allyn & BaconMulticultural EducationContent integrationKnowledge constructionEquity pedagogy Empowering school culturecopyright (c) 2003 Allyn & BaconThings to be Considered (Banks, 1981, 1997)School policy and attitudesSchool staffSchool cultureFormalized curriculum Assessment and Teaching proceduresInstructional materialsLearning styles for the schoolTeaching styles and strategiesLanguage and dialects of the schoolCounseling programCommunity participation and inputcopyright (c) 2003 Allyn & BaconMulticultural CurriculaContributions ApproachAdditive ApproachTransformation ApproachSocial Action ApproachSecond Language Acquisitioncopyright (c) 2003 Allyn & BaconStrategies for Comprehensible Linguistic InputSelecting a topic of conversation familiar to studentsCreating a context for what is being discussedUsing simpler sentence constructionRepeating important phrasesIncorporating students’ first language into lessonEmphasizing key wordscopyright (c) 2003 Allyn & BaconBilingualismPearl & Lambert (1962)–Greater cognitive flexibility–Ability to think more abstractly–Greater ability in concept formationcopyright (c) 2003 Allyn & BaconCharacteristics of Effective TeachersHave high expectations of studentsBelieve teaching is a way to give back to the community to which they belongCommunicate clearly and plan carefullyIntegrate students’ culture into activitiesUse strategiesStructure opportunities for students to use Englishcopyright (c) 2003 Allyn & BaconSheltered English InstructionIncrease wait timeRespond to message, not correctness of grammarDon’t force reluctant students to speakUse manipulatives and modelingMake use of all sensesPair or group native speakers togetherDon’t “water down” materialsSimplify languagecopyright (c) 2003 Allyn & BaconPromoting Language Learning during Content InstructionLow-BeginningMid-BeginningHigh-Beginning to Low-IntermediateMid-IntermediateHigh-Intermediate to