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  • Reading
  • 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

After class

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

 

 

...

Before class

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

During class (ppt)

  • Housekeeping
  • Conceptual work
  • Closure

After class

  • Reading
  • Housekeeping – flipping topics
  • Conceptual work: Culture & acculturation
    • Immigration in the United States
    • Culture & acculturation
    • 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
          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....
      • 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. 
            In-bound (student-to-teacher) action: Teach me your language (or culture, pronunciation, etc.)
            • 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.
    • Tools for educating (yourself)


After class

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

 

 

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session11
session11
 Session 11 - Monday, 23 June 

Before class

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

During class (ppt)

  • Housekeeping
  • Conceptual work: Language & diversity; linguistic minorities & education
    • "Multiplied challenges" of under-served ELLs
    • 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
      • 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
      • Example of 'push back': English-only laws via Wikipedia: http://en.wikipedia.org/wiki/English-only_movement 
    • 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....
    • 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?? An emerging area for consideration: Mobile tools, such as http://jibbigo.com/
      • 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.). Think of this as a form of 'reciprocal teaching' – described at NCREL; see slightly more detailed entry in Wikipedia.
  • Tools for educating (yourself)
  • Closure: You need to peel back the layers of ridiculousness (and I need to provide some context), but this clip of Flight of the Conchords captures some truths about human behavior around culture, immigration, and the challenges of our assumptions: https://www.youtube.com/watch?v=zs_rXxi0zhM

After class

  • Reading
    • Amatea, Ch. 8 and 14. The other chapters we're skipping are neat resources, feel free to peruse them as needed (e.g., Special Ed classrooms/contexts; families in crisis)
  • Assignments
    • Complete your Teacher Resource project. Also bring in a copy ready to share with your classmates.
    • Prepare food and bring it in to share!
    • Make sure you're able to post your artifacts to your portfolio (once they're graded and ready to go) 

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session12
session12
 Session 12 - Wednesday, 25 June 

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