EQUITY AND MULTICULTURAL EDUCATION

Transcription

1 EQUITY AND MULTICULTURAL EDUCATION EDU 5105 Dr. Dunlop Submitted by: Cohort 10B Alison Bruno Carmen Campos Vito D Elia Sean Fox Carrie McDermott Lisa Omeis

2 Advocating Social Change in Schools and Communities

3 History u Historically, schools have maintained an English-only policy. u Bilingual Education Act (BEA) of 1968 mandated Bilingual education programs u Shift in teaching landscape on a national level with new possibilities in multicultural education u Debate over best instructional approaches for English language learners

4 Designing and Implementing Instructional Strategies Promoting Democracy and Equity for All Students Promoting strength & value of cultural diversity Promoting equity in the distribution of power Promoting human rights and respect for those who are different Promoting social justice and equal opportunity for all Promoting alternative life choices

5 Developing Policy and Strategic Planning to Achieve Educational Equity Across Groups v NCLB v RTI v Approaches to Literacy *Basal Reader *Whole Language *Balanced Literacy

6 Identifying Global Approaches to Equity and Multicultural Education Five Standards for effective and equitable pedagogy developed by The Center For Research on Education, Diversity, and Excellence (CREDE) (Slater & Grant, 2007): Teacher & student producing together Developing language across the curriculum Making meaning Teaching complex thinking Teaching through conversation

7 Social Misconceptions about Language Learners and Linguistic Abilities Social Language Academic Language Acquisition When trying to implement change in our schools and communities, we must first understand the differences between the English social language and academic language acquisition skills. Cummins (1980) cited research whereby immigrant children took, on average, five to seven years to progress successfully through the cognitive academic language proficiency (CALP).

8 Instructional Approaches Reading SIOP Model Speaking CONTENT AREA Writing Listening

9 SIOP Framework Eight Components: Ø Preparation Ø Building background Ø Comprehensible input Ø Strategies Ø Interaction Ø Practice and application Ø Lesson delivery Ø Review and assessment

10 Conclusion There is no single, unitary strategy that may be implemented that will promote language and cultural growth across all students. Educators need to keep abreast of current breakthroughs that assist in articulating equity, while honoring students cultural roots and providing access to pluralism in the classroom.

11 References California Business for Education Excellence (2002). Reaching higher: Restoring excellence to California public education. Sacramento, CA: Author. Cummins, J. (1980). Psychological assessment of immigrant children: Logic or Intuition? Journal of Multilingual and Multicultural Development, 1(2), 97-lll. Cummins, J. (2000). Language, power and pedagogy. Buffalo, NY: Multilingual Matters. Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters. Echevarria, J., Vogt, M. & Short, D. J. (2003). Making content comprehensible for English learners: The SIOP Model (2nd ed.). Boston, MA: Pearson Education, Inc.. Fertig, B. (2009). Why cant u teach me 2 read? Three students and a mayor put our schools to the test. New York: Farrar, Straus and Giroux. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74 (1), Gollnick, D. M. (1980). Multicultural education. Viewpoints in Teaching and Learning, 56 (1), 1-17.

12 Gandara, P., & Rumberger, R. (2009). Immigration, language, and education: How does language policy structure opportunity? Teachers College Record, 111 (3), Harry, B. (1992). Cultural diversity, families, and the special education system. New York: Teachers College Press. Martin, M., Pimentel, A., & Suarez-Orozco, C. (2009). The significance of relationships: Academic engagement and achievement among newcomer immigrant youth. Teachers College Record, 111(3), Pease-Alvarez, L., & Hakuta, K. (1992). Enriching our views of bilingualism and bilingual education. Educational Researcher, 21(2), 4-6 Ralph, J. (1989). Improving education for the disadvantaged: Do we know whom to help? Phi Delta Kappan, 70(5), Sleeter, C. E., & Grant, C. A. (2007). Making choices for multicultural education: Five approaches to race, class, and gender (6 th ed.). John Wiley & Sons, Inc. Waters, M. (1997). Black identities: West Indian dreams and American realities. Cambridge, MA: Harvard University Press.