Students With Linguistics And Cultural Differences
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Chapter 14
Students with Linguistics and Cultural Differences
Presenter Ercilia Delancer RED 6546 Diagnosing Reading Disabilities University of North Florida October 20, 2009
Students with Linguistics and Cultural Differences Are those who: Speak standard English Speak non-standard English Are bilingual Speak no English at all
Newcomers to the U.S. include: Asians Latinos/Hispanics Pacific Islanders Middle Easterners Africans East Indians Europeans
Where do most of them settle? In major port cities in states such as: New York California Florida Texas
Are not all newcomers alike? Newcomers are quite different in terms of
social economic status as some come from professional backgrounds and have high earning potential while others come from impoverish backgrounds and live at or near the poverty line.
How many English Language Learners do we have in our classrooms? There are about 5 million ELL students in the
United States. 42% of all classroom contain at least one ELL student. The largest percentage of ELL is of Latino/Hispanic descent comprising 70% of all ELLs.
All Latino/Hispanic Students are the Same A common misconception among teachers is
that all Latino/Hispanic students share the same Spanish language use, culture and social economic status. Students from Mexico, Central and South America differ significantly in all of these aspects.
Concerns about ELL Insufficient time is devoted exclusively to
expanding knowledge of English vocabulary and structure. Ignorance about the student’s rich knowledge of their first language Disregard for bilingualism as students struggle to retain their first language while acquiring English.
Approaches for Teaching ELL Immersion – English only instruction Sheltered approach – First language instruction
at first while acquiring English. Two-way bilingual – Instruction in both English and the first language for the entire classroom. Bilingual – Instruction in both first language and English for ELLs only.
Cultural Differences Two aspects of cultural diversity that impact
teachers and education are: A) differences in concept development thus the need to be alert for ways to incorporate student’s experiences into learning activities and the lack of prior knowledge that might possibly exist.
Cultural Differences B) differences in value systems Middle class values are the norm in most
schools in the United States: hard work, delayed gratification, goal oriented and individualism. Other cultures might value time off, present time orientation, and group achievement.
How to Bridge the Differences Ask your ELLs students if the activity they are
about to practice is something familiar to them. If not, take the time to explain it. Stock your classroom with books that introduce the ELLs’ culture to the rest of the class. Obtain a calendar with the world’s holidays and mention those that apply to ELLs.
At-Risk Students Physical Impairments Emotional Disturbances Drug Abuse Often from Urban or Rural Areas
Successful Students… Are read aloud to by older siblings Come from homes with fair discipline Have a home full of books Come from an organized home Have parents who keep up with current events Have parents who read Have parents who value education Have parents who show an interest in their
children and their children’s interests P.470
School Related Problems Low- Expectations Unavailable Resources (books, tutors, etc.) Lack of help programs
Success for All 2 parts: Regular classroom reading and
tutoring Students grouped according to reading level Small group instruction (15 students) Uses basal reading material along with other material Progress checked every 8 weeks PARENTAL INVOLVEMENT!
Goal of Success for All? This program tries to ensure that all students
learn to read the first time they are taught Used in grades 1-3
America Reads Tutoring program for at-risk students Pairs at-risk students with college students on
government money
Illiteracy and Functional Illiteracy Illiterate: an individual who lacks the ability to
read and write (p.476) Functional Illiterate: older youths and adults who read, but to such a limited extent that they cannot understand basic written information needed to function in their daily life (p.476)
How many people in the U.S. are Illiterate? 4% of U.S population (estimate) illiterate 5% of U.S population (estimate) functionally
illiterate
How do we Determine Illiteracy? Reading Level….
eh Grade Completed…. eh Skills Mastered…. hmmm
How to teach an adult to read Organic Primers Song lyrics Poetry Important! “Reading strategies advocated
throughout this book are appropriate for adult clients. While suitable materials may be different in format and content, adults must still learn to identify unknown words and comprehended the message.” (p.480)
The Important Stuff Job applications
Students with Linguistics and Cultural Differences
Presenter Ercilia Delancer RED 6546 Diagnosing Reading Disabilities University of North Florida October 20, 2009
Students with Linguistics and Cultural Differences Are those who: Speak standard English Speak non-standard English Are bilingual Speak no English at all
Newcomers to the U.S. include: Asians Latinos/Hispanics Pacific Islanders Middle Easterners Africans East Indians Europeans
Where do most of them settle? In major port cities in states such as: New York California Florida Texas
Are not all newcomers alike? Newcomers are quite different in terms of
social economic status as some come from professional backgrounds and have high earning potential while others come from impoverish backgrounds and live at or near the poverty line.
How many English Language Learners do we have in our classrooms? There are about 5 million ELL students in the
United States. 42% of all classroom contain at least one ELL student. The largest percentage of ELL is of Latino/Hispanic descent comprising 70% of all ELLs.
All Latino/Hispanic Students are the Same A common misconception among teachers is
that all Latino/Hispanic students share the same Spanish language use, culture and social economic status. Students from Mexico, Central and South America differ significantly in all of these aspects.
Concerns about ELL Insufficient time is devoted exclusively to
expanding knowledge of English vocabulary and structure. Ignorance about the student’s rich knowledge of their first language Disregard for bilingualism as students struggle to retain their first language while acquiring English.
Approaches for Teaching ELL Immersion – English only instruction Sheltered approach – First language instruction
at first while acquiring English. Two-way bilingual – Instruction in both English and the first language for the entire classroom. Bilingual – Instruction in both first language and English for ELLs only.
Cultural Differences Two aspects of cultural diversity that impact
teachers and education are: A) differences in concept development thus the need to be alert for ways to incorporate student’s experiences into learning activities and the lack of prior knowledge that might possibly exist.
Cultural Differences B) differences in value systems Middle class values are the norm in most
schools in the United States: hard work, delayed gratification, goal oriented and individualism. Other cultures might value time off, present time orientation, and group achievement.
How to Bridge the Differences Ask your ELLs students if the activity they are
about to practice is something familiar to them. If not, take the time to explain it. Stock your classroom with books that introduce the ELLs’ culture to the rest of the class. Obtain a calendar with the world’s holidays and mention those that apply to ELLs.
At-Risk Students Physical Impairments Emotional Disturbances Drug Abuse Often from Urban or Rural Areas
Successful Students… Are read aloud to by older siblings Come from homes with fair discipline Have a home full of books Come from an organized home Have parents who keep up with current events Have parents who read Have parents who value education Have parents who show an interest in their
children and their children’s interests P.470
School Related Problems Low- Expectations Unavailable Resources (books, tutors, etc.) Lack of help programs
Success for All 2 parts: Regular classroom reading and
tutoring Students grouped according to reading level Small group instruction (15 students) Uses basal reading material along with other material Progress checked every 8 weeks PARENTAL INVOLVEMENT!
Goal of Success for All? This program tries to ensure that all students
learn to read the first time they are taught Used in grades 1-3
America Reads Tutoring program for at-risk students Pairs at-risk students with college students on
government money
Illiteracy and Functional Illiteracy Illiterate: an individual who lacks the ability to
read and write (p.476) Functional Illiterate: older youths and adults who read, but to such a limited extent that they cannot understand basic written information needed to function in their daily life (p.476)
How many people in the U.S. are Illiterate? 4% of U.S population (estimate) illiterate 5% of U.S population (estimate) functionally
illiterate
How do we Determine Illiteracy? Reading Level….
eh Grade Completed…. eh Skills Mastered…. hmmm
How to teach an adult to read Organic Primers Song lyrics Poetry Important! “Reading strategies advocated
throughout this book are appropriate for adult clients. While suitable materials may be different in format and content, adults must still learn to identify unknown words and comprehended the message.” (p.480)
The Important Stuff Job applications
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