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
Advocating Social Change in Schools and Communities
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
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
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
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
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).
Instructional Approaches Reading SIOP Model Speaking CONTENT AREA Writing Listening
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
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.
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