Multicultural Education and Cultural Issues

DeKalb County ESOL Endorsement Series

Syllabus

Course Description

This course provides an in depth discussion of the concept of culture and helps students/teachers/school personnel recognize the influence of culture on learning, communication, belief systems and value orientations, and patterns of thinking and behaving. Instructional applications including creating an appropriate learning environment and/or curriculum and materials for culturally diverse students will be given.

Competencies

Upon completion of this course, participants will be able to:

  1. Participate in a collegial multicultural learning community and develop strategies for creating/continuing such a community in the school and classrooms (Standard VII);
  2. Study culture from a variety of sources, such as readings, lectures, visits from guest instructors from other cultures, visits to cultural events and resource organizations, interviews with informants, and multi-media sources (Standards II, VII, X);
  3. Promote culturally and linguistically responsive classrooms in areas of:
  • Developing a culturally responsive, cooperative classroom community;
  • Adapting curriculum to meet the needs of multicultural classrooms;
  • Selecting culturally responsive materials;
  • Adapting classroom language, activities, and tasks to include learners of English;
  • Adapting the classroom physical and social environments to include learners of English; and
  • Building connections among the home, school, and community (Standards, I, V, VI, X);
  1. Demonstrate reflective teaching; adapt a lesson to be more culturally responsive. Through this competency, candidates will also demonstrate their competence in reading, writing, listening, and speaking (Standards, I, II, III, IV, V, VI);
  2. Collect and use a repertoire of culturally-appropriate teaching techniques useful for language learners in the areas of oral language development, transitions to print, reading and writing for purpose, integration of content, and use of technology, including video, audio, print, electronic mail, and multimedia software (Standard VI, IX, X);
  3. Apply those strategies to adapting grade-level, content-area instruction to include culturally and linguistically different students, and evaluate these applications (Standards III, IV, V, VI, VII, VIII, IX, X);
  4. Use technological tools to conduct research about a target culture (Standard IX);
  5. Assess potential for computer software, networking arenas, and published materials applicable and culturally appropriate for language and content-area learning of ESOL students; use and assess the use of software in classrooms (Standards VI, IX, X).

Materials

All materials are accessed via the CaseNEX website using the PIN provided and the user name/password you create.

All readings listed can be found by going to the Virtual Library and looking under the case you are reading that session. When pdf files are linked, we recommend printing them for easier reading.

If you do not have the following three pieces of software, please download them from the given sites. You will find detailed instructions under the ‘Tutorials’ link.

  • RealPlayer:
  • Adobe Reader:
  • QuickTime

Cases Used

  • Columbus, New Mexico
  • Culture and Communications Resource Center
  • Newcomers’ High
  • Project Cape Town
  • Project New Delhi
  • What’s Happening
  • Park View

Course Requirements and Grades

Close reading of all assigned materials is expected prior to beginning other course requirements listed for each session. Please make every effort to complete assignments by the due date. If you are turning in an assignment late, you must email your instructor to inform him/her that a late assignment has been posted. Points will be deducted from late work at the instructor’s discretion.

Please note: Substitution of coursework is not allowable in securing the ESOL endorsement. A student must begin and complete the required courses in the same program.

Introductory Session (2 points) – Students completing the outlined requirements of the introductory session can earn 2 bonus points. The Journal and Discussion in this session do not count as one of your required Journals or Discussion participation.

Discussion (60 points) - Informed participation in online Discussions led by the course instructor is required. Discussion topics will be posted each session by your instructor. Participation should not be limited to simply answering the instructor’s question. Instead, discussions should follow an ongoing process of reviewing and responding to classmates’ and instructor’s comments in a dialogue fashion. Discussion postings should include application of the session’s readings to the issues raised in the discussion prompt.You should log into and participate in the discussion at least three separate times each session. (Please note, your class discussion can be found under the ‘Discuss’ tab on the top menu bar. The ‘Discuss this case’ link found within a specific case is a ‘global’ discussion area where you can interact with students in other classes. For the purpose of your class discussion assignments, however, please use the TOP menu bar.) Students are required to participate in all 10 topics of Discussion and may earn up to 6 points per session for a total of 60 possible points.

Journal(56 points) – Completion of reflections based upon personal and professional experiences, case readings, and Journal prompts is required. These reflections are to be completed in your online Journal and should use components of the five-step case analysis process as indicated in the prompt. To access your Journal, click on the “Journal” button. Your instructor will provide feedback for each journal posting. Students are required to complete 8 journals from a choice of 10. Each Journal is worth a maximum of 7 points for a total of 56 possible points. The two journals not chosen may be used with prior instructor permission only for make-up or substitution points for a struggling student under unusual circumstances (for example, serious health problem or other family emergency). All Journals have a suggested length of 250 words. See the Case Analysis Rubric under Course Tutorials for details on how your Journal will be evaluated.

Workbook (75 points) – The Workbook is intended as a place to apply course concepts to your unique school situation. Students are required to complete three Workbook Assignments as noted in the syllabus. Each Workbook is worth 25 points, for a total of 75 possible points. See the Workbook Assignment Rubric under Course Tutorials for details. Workbooks are accessed from the Talking to Each Other menu. Post your Workbook Assignment there following the directions given. (Note: If your Workbook includes images, charts, tables, or other complex formatting, please work in a word processing program and then attach your work to this area. This will ensure that all formatting stays intact). When citing sources, be sure to reference them appropriately using APA style. (See APA Style.org, Electronic References

Total points: 191

Students must earn a B- or higher in order to receive professional development credit. The point distribution is noted below:

A+187-191

A180-186

A-172-179

B+168-171

B160-167

B-153-159

Course Schedule

Typical course sessions run from Sunday morning through Saturday at midnight. Specific session dates may be found by clicking on Syllabus on the TOP menu bar. Course participants should read both the case and assigned readings prior to joining the online discussion. Participation in the discussion should be ongoing throughout each course session. The initial discussion posting is due by Tuesday at midnight. Please reply to all other posting by midnight Saturday.You are not allowed to submit late assignments. Please contact your instructor in the event of extenuating circumstances. For typical courses, final discussion postings, journals, and workbook assignments are due by Saturday at midnight unless otherwise noted. Please see the News Flash for any alterations of the course schedule posted by your instructor.

Class Policy

Summaries, paraphrases, and direct quotations must be cited correctly in APA format in order to avoid being accused of plagiarism. It is the responsibility of the participant to know correct APA format*, or to learn it, if necessary. Course participants will not receive credit for any plagiarized assignments, nor can these assignments be reworked for a better grade. Further, course participants who habitually submit plagiarized work could be removed from the ESOL Endorsement Program.

*See APA Style.org, Electronic References .
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Introductory Session

Exploring the CaseNEX Site

Complete these tasks prior to the beginning of Session 1.

Readings

Read the “Course Tutorial” linked from the TUTORIAL menu, paying special attention to the Case-Analysis and Workbook Assignment Rubrics. These rubrics will be used by your instructor throughout the course to evaluate your Journal entries, Discussion responses, and Workbook Assignments where appropriate.

Discussion

Post one entry introducing yourself to your classmates. You may choose to describe your professional background and experience, relevant personal information, or an event that prompted you to take this course. (100 words or fewer)

Journal

What do you find inspiring and challenging about your work in with students from cultures other than your own? (100 words or fewer)

Note

Use CaseMail to send a note to your instructor stating that you will be taking this course. To do so, click on CaseMail on the TOP menu bar and then ‘Click here to create a new message.’ Use the marked link to look up an address. Continue linking down until you see the class list. Click on the instructor’s name and then compose your message and hit ‘Post Message.’

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Session 1

Exploring Culture

Case

What’s Happening

Readings

  • US Census Bureau Projections of the Resident US Population by Race, Hispanic Origin, and Nativity
  • US Census Bureau Projections of State Populations, by Sex, Race, and Hispanic Origin
  • US Census Bureau Poverty Data
  • Georgia Census Data
  • DeKalb County Language Distribution Report
  • Cultural and non-cultural aspects of non-verbal communication
  • Various articles under the “Understanding Culture” section of the Culture and Communications Resource Center (located with the Cases on the main page)

Discussion

Focus on scene five (Count on Me) from this session’s case. How might the communication norms of the respective cultures of the students and teacher play a part in the dynamics of their interaction? Explore the perspectives of each and any misinterpretations they might have had due to differences in nonverbal communication norms. Propose actions the teacher might have taken to minimize these misinterpretations. What might be the consequences of your proposed actions? Remember to revisit the discussion during the session to read and respond to your classmates' postings.

Journal

Respond to the following:

  • Using the Census readings and the DeKalb Language Distribution Report as a starting point, reflect upon the ways your district, school, and classroom demographics compare to national and state figures. Offer various perspectives (yours and those of several students) on the similarities and differences between cultural groups, focusing particular attention on your current or most recent students.
  • Focusing on one cultural group currently represented within your class or school, describe any surprises you encountered in this session’s readings along with any issues that were highlighted. How might the knowledge from the readings help inform your interactions with these students?

Note

Check your CaseMail (linked from TOP menu bar) and News Flash (on the right when you login) for notes from your instructor every time you log on to the site.

Workbook

None this session

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Session 2

Researching and Understanding Culture

Case

What’s Happening

Readings

  • Culturally Proficiency: Tools for School Leaders
  • Language Learning in Social and Cultural Contexts
  • ESL Teacher's Role in Intercultural Communication

Discussion

Reflect on the vignettes in What’s Happening. Pick the scene that seems most familiar to you from scenes 1, 3, 5, or 6. Using this session’s reading, determine where the teacher in the scene is on the Cultural Proficiency Assessment Scales. How might this teacher’s education, family, and professional experiences have shaped his or her perspective? What actions might the teacher take to increase his or her cultural proficiency?

Journal

Using the Cultural Proficiency Continuum found in the Culturally Proficiency: Tools for School Leaders reading, reflect upon your own background, beliefs, and practices. Describe actions you could take to improve your cultural proficiency. Explore each action from the perspective of at least two students whose backgrounds differ from your own, focusing on ways they might prefer you improve your cultural proficiency in order to supporting their language learning.

Workbook

Case Analysis

Complete a formal Case Analysis focusing on one scene from the What’s Happening case. Address each of the 5-Steps in turn, referring to the Course Tutorial and the Case-Analysis Rubric to guide your thinking.

Due by the end of this session.

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Session 3

Understanding Connections between School and Home Cultures

Case

Project New Delhi

Readings

  • To Meet Your Students Where They Are, First You Have to Find Them: Working With Culturally and Linguistically Diverse At-Risk Students
  • Bridging Cultures in Our Schools: New Approaches That Work (focus on Introduction and A Practical Framework for Understanding Cultural Differences sections)
  • Helping Middle School and High School Age English Language Learners Achieve Academic Success
  • Help! They Don’t Speak English and They Don’t Read!

Discussion

What issues might a student from the Katha School face upon transferring to Bal Bharati? What issues might students from both schools face upon moving to the United States? How might their perspectives compare? Which issues should be considered when determining grade placement for them and students like them? What considerations need to be made when dealing with students with limited or interrupted schooling? When responding to your classmates’ postings, be sure to speculate about the consequences that might arise from the placement recommendations they’ve offered.

Journal

From your perspective as a school professional, to what extent is it true that success in school means loss of a student’s native culture? Reflect upon the same question from the perspectives of several of your students and their families. What does this say about the way schools are structured, and what are some actions schools might take to address these issues?

Workbook

None this session

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Session 4

Strengthening Connections between School and Home Culture

Case

Project Capetown

Readings

  • Bridging Cultures in Our Schools: New Approaches That Work (focus on the Applying the Framework section)
  • Diversity, Learning Style and Culture
  • Contextual Factors in Second Language Acquisition
  • Intercultural Communication

Discussion

Focus on your knowledge of individualism versus collectivism as presented in the Bridging Cultures reading. In the Project Capetown case, how does the music teacher’s cultural heritage shape her understanding of her students’ musical interests and talents? What might be the positive and negative consequences of the interactions of these two cultures? Aside from the more obvious musical differences, how else might their different approaches to individualism, collectivism, community, and learning manifest themselves in the school setting? What actions might the teacher take in order to positively address these issues?

Journal

Reflect on your comfort level working with students from cultures other than your own. Are there certain cultural groups you find easier to relate to? Which cultural groups do you find more difficult to work with? What are some of the factors that may influence your perspective? Consider the information on learning styles (your own and various cultural groups) versus stereotypes presented in Contextual Factors in Second Language Acquisition and Culture and Style as you frame your response.

Workbook

None this session

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Session 5

Improving Cultural Competence

Case

Columbus, New Mexico

Readings

  • Look, Question and Listen: A Cultured View of Spoken English Learning

Discussion

If you were a teacher at Columbus Elementary School, how would you adjust your parent/community interactions to match the needs of that school community? Draw upon specific knowledge from the case and readings to support your suggested actions. Which of the suggestions offered by your classmates during the discussion might be appropriate to your current school situation?

Journal (select one prompt from the following list)

  • Reflect upon a recent interaction you had with a student’s family. Apply knowledge gained so far in this course to analyze the interaction, identify any misinterpretations, and propose remedies for your next encounters.
  • Using this session’s reading, determine where you think you are on the Cultural Proficiency Assessment Scales. What might be your students’ and their families’ perspectives if they were to rate you using this tool?
  • Compare and contrast some tenets of your own culture (view of education, parent-teacher relationship, child-rearing, group vs. independent work, etc.) with a different culture represented in your school. What might be the consequences of these different perspectives from a teacher’s point of view.
  • Imagine that for a week out of this year you will become a member of another cultural or ethnic group. Which group would you choose to be part of for that week? Why? What is one value from that culture or ethnic group that attracts you to it? Is there anything about that culture or ethnic group that concerns or frightens you? Examine the issues that might arise, and describe one concrete way in which you think your life would be different if you were from that ethnic or cultural group? (This is from the appendix to chapter 3 of Developing Cross-Cultural Competence)

Workbook Assignment