Page Comparison

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• Reading
  
  • Tierney, 2013
  • Christenson, 2004
  • White et al., 2005
  • Amatea, Ch. 1
  • (browse online bookmarks list: http://delicious.com/tchammond/TLT404)
• Assignments
  
  • WTL
    
    • In CourseSite, post to class forum (and update your profile with a current pic)
    • Start your individual thread and share it to my gmail address. In your first post, please briefly summarize the prior experiences you have had (if any) in diversity / multicultural ed. Did you take a course? Have a class session focused on identity, culture, or privilege/oppression? Attend a workshop? It doesn't matter if this was in college or in your K-12 experience. Out of these experiences, what worked for you or didn't work for you? What insights did you gain (if any)?
  • Bring in an artifact for your personal sharing. (For example, I’m posting a URL to my flickr feed)
  • Start working on Self-in-Context assignment
  • Please let me know if you have any contacts with traditionally underserved families that might agree to participate in the Family & School Interview project. Just fill out this form. (If you have more than one contact in mind, you can fill it out multiple times.) Thanks!

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• Turn in either your Field Experience paper or your Family & School Interview project
  

During class

• Housekeeping – flipping topics
• Conceptual work: Culture & acculturation
  
  • Immigration in the United States
    
    • Personal history of immigration 
    • Overview: 1820-2007: http://vimeo.com/2424744
    • Pair up and inspect decade-by-decade, country of origin by country of origin: http://www.nytimes.com/interactive/2009/03/10/us/20090310-immigration-explorer.html
      
      • What were you familiar with? From what context – classroom instruction? Media? Interaction with family and/or friends?
      • What about the gaps? What do they tell us? What was happening?
    • Context of immigration into the US: pushes, pulls, pushing back...privilege?
  • Culture & acculturation
    
    • Cultural profiles activity
    • Acculturation experience, sort of: "Leaving Midland" case study
    • Acculturation -- see, for example, measurement scales: http://www.multiculturalcenter.org/test/
    • Another lens on multiple cultures (stemming from multi-racial individuals): "swirl" concept
      
      • http://swirlinc.wordpress.com/about/
      • http://www.swirlsyndicate.com/About.html
      • See also Beat Nation, blending indigenous and urban cultures (from Canada, but I assume there's an American analog...somewhere) 
  • Nexus of race, culture, and education currently colliding: NYTimes article and video.
  • Language & diversity; linguistic minorities & education
    
    • Significance of language
      
      • Who here has studied a language other than English? Who here speaks one? (And how can you tell if someone's American?) 
      • Who here speaks a second (or third? Dare we hope for fourth??) language? What was the context of learning it? Using it? 
      • The challenges of learning another language: mental, physical, emotional – even perceptual! See Ta-Nehisi Coates on learning French; his commenters are even more useful!
      • Examples of things we don't think about
        
        • Class roster exercise
        • For more in that vein: See pp. 3 onwards in Language Transfer Supports.
      • Language is more than words; hearing is more than de-coding sound waves – think about language and culture via Amy Walker's 21 Accents video
    • The significance of English – it's not easy to acquire!
      
      • ESL stages, time-to-mastery
      • Dual coding (Triple coding?)
      • Spoken vs. written (vs. txt? Chat? LOLspeak?)
      • Slang vs. 'marketplace' vs. academic
      • Formal vs. informal writing, genre writing, concept of 'voice'. Example: Mark Twain's writing of Huck Finn's father
      • Think about how you learned it. Example: 'If I was president' / 'If I were president' – formal instruction? Modeling? Or did you never learn it? Could you explain it to someone who was learning it for the first time?
      • English as a high-stakes language (and set of cultural conventions) to learn
    • Flipping the script: We are now in class in Haiti, and I will be speaking Kreyol...very badly, but I'm thinking I'll get away with it....
      
      • (If you were interested in our source text: http://www.amazon.com/Dis-moi-chansons-dHa%C3%83%C2%AFti-French-Edition/dp/2916046119
      • How did you feel? How did you react? What if you were the only student in the class who didn't understand? WHAT IF YOUR LIFE WAS LIKE THIS EIGHT HOURS A DAY?
    • Working with ELLs
      
      • Awareness – who are the ELL students / families / communities in our area? What are the trends nation-wide? 
      • Standards: Meet (if you haven't already) the PA ELPS
      • Resources: http://delicious.com/tchammond/ESL – anything you can contribute to this??
      • MIND-SET
        
        • Out-bound (teacher-to-student) action: Translation as a human right. Think about it. 
          
          • Book that may be of interest: Found in Translation, particularly the anecdote about a mis-translation of 'intoxicado'
          • And look at this! Exact same name, and in fact addressing the exact same topic! Found in Translation.
        • In-bound (student-to-teacher) action: Teach me your language (or culture, pronunciation, etc.)
  • Tools for educating (yourself)
    
    • Culturegrams.
    • Simulations of culture, such as this NetLogo simulation of Ethnocentrism.
    • Meet people! Go new places! Try new things!

After class

• Complete either your Field Experience paper or your Family & School Interview project.

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