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Culture
| Question | Answer |
|---|---|
| External vs Internal | Culture - pattern of knowledge, belief, and behavior by human group; transmitted through generation; what people do, believe, know, make and use External - objects and physical space Internal - shared thoughts; social behavior, beliefs and customs; greater influence on how students learn |
| US Immigration Push/Pull Factors | Push - unattractive features of home country caused to leave - economic opportunities, war, natural disaster, discrimination Pull Factors - attractive features of destination country economic opportunity re-uniting family social/political freedom |
| Challenges of Communication with Parents of ELLs | language barriers cultures that discourage parental involvement work preventing attendance at school events Overcoming - send info through multiple channels show approachability reach out to parents home visits provide translations and interpretors |
| Cultural Bias | Prejudice - negative opinion formed about individual group without sufficient knowledge Ethnocentrism - belief that one's own culture is superior Stereotype - simplified and overgeneralized view of group often with prejudiced view |
| Avoiding Cultural Bias | Find ways to emphasize difference between legitimate cultural differences and stereotyping National Association for Multicultural Education offers training (NAME) |
| Importance of Cultural Congruence in the Classroom | classroom experiences and instruction reinforce or are consistent with student home cultures Eliminates perceived choice between learning and loyalty to culture Incorporate content from student culture Adapt teaching to reflect learning preferences Adapt teaching to reflect customary patterns of interaction |
| Fundamental Attribution Error | Tendency to attribute negative behavior of others to personality flaw Attributing own behavior to situational/environmental factors |
| Confirmation Bias | Quick first impressions Overvalue information that confirms judgement Undervalue/ignore info that discounts judgement |
| In-Group Bias | Attribute positive characteristics to people like ourselves and not people that are different |
| Minimize Effects of Bias | Avoid early judgements Avoid seeking situational explanations for poor performance/behavior Get to know students then life circumstances |
| Culture Shock | Feelings of confusion when first living in new culture |
| Adler's Model | Go through stages of shock 1. Contact - excitement; focus on similarities 2. Disintegration - alienated; focus on differences 3. Reintegration - reject new culture 4. Autonomy - relax defensiveness 5. Independent - comfortable and offer generalizations |
| Transitional Bilingual Education (TBE) | Language Instruction Education Program (LIEP) Start upon entering in school - all info/instruction in native language Goal - early transition to mainstream curriculum (2-3 yrs) Seldom teach native language literacy Additional support needed after transition |
| Implicit Bias | When unconscious stereotypes/opinions influence our behavior Everyone has implicit bias Diagnostic tools - implicit association test Slow reactive decision making Mind employs in absence of info |
| Bilingual Ed. before 19602 | Neglectful tolerance No ESL support No ELL support Wanted assimilation Worried about loosing American identity |
| Cultural Plurism | Several distinct cultural groups and traditions co-exist in a society Not working toward assimilation Differences are seen as a resource Many curriculums emphasize celebration of cultural differences and bilingualism |
| Involving Families | ELLs at risk of failure - parental support important Learn about language and cultural differences Introduce yourself Invite families to meet Use multiple means of communication Invite to volunteer and chaperone Invite to visit and observe Invite to information sessions |
| Adjustment - Factors that Impede/Promote | Factors Language proficiency - rapid and large scale Personality type - outgoing Cultural Intelligence - develops strategies Social/Family Support - adjust better Emotional Intelligence Response of host community Teachers cultivate ongoing ties to home countries as ed. resource |
| Secondary Migration | Entry form country other than birthplace Refugees go to countries with more lenient immigration policies Also refugee movements within US |
| Transnational Migration | Maintain strong ties with county of origin Regular home visits or plans to return to home country |
| Sapir-Whorf Hypothesis | Sapir-Whorf Hypothesis - Thoughts dependent on language, thus speakers of different languages have different worldviews. Common sense view - People have thoughts and put them into words to communicate Consensus view is that both mental processes occur |
| ELLs Entrance in US | 75% legal status Of 25% who do not- majority entered with visa but failed to leave Centerpiece of US immigration policy is Family Reunification- most come with family member who is a citizen Refugees - significant class of immigrants Fewer - have high job skills in short supply in US Diversity Lottery Program - limited # of high school educated from under-represented countries Plyler vs Doe Cannot exclude students due to immigration status |
| Validity in Testing | How well it tests what it claims |
| Reliability in Testing | Consistency of results over time and participants |
| Bias in Testing | Disadvantages to certain groups |
| Generation1.5 Students | Immigrated in late childhood/early teen Not 1st/2nd generation immigrants Remaining ties to home country Lack citizenship Vulnerable to deportation Lag in academic language Good grasp of social/pragmatic communication |
| Hofstede's Cultural Dimensions | Six Dimensions - Individual vs Collectivism - think in I or We Uncertainty Avoidance Index - comfort level with uncertainty and ambiguity Pow Distance Index - expectation hierarchy vs equality Long Term vs Short Term - pragmatic to change or preserve cultural values Indulgence vs Restraint - promote leisure Masculinity vs Femininity - masculinity for assertive; femininity preference for modesty, cooperation and caring for others Teacher - comfort with formality and teacher interaction |
| Cultural Universals | Aspects of culture shared by all societies EX inheritance rules, incest taboos |
| Cultural Generalities | Occur in many cultures EX nuclear families |
| Cultural Particulars | Unique to single culture EX recipes, celebrations |
| Cultural Traits | Adaptive |
| Speech Act | Utterance to achieve something Standardized and routinized Pragmatic Not understood by literal analysis Develop cultural competence to become full member of a culture |
| Acculturation | Adaptation of person/group to another culture |
| Assimilation | Adapts fully to new culture Abandons markers of own culture |
| Accomodation | Accepts certain elements of new culture, but retains elements of first culture |
| Accomodation | Accepts certain elements of new culture, but retains elements of first culture |
| Biculturalism | Functions fully and simultaneously in both cultures |
| Individualist Cultures | Value individual achievement and development above group success and cohesion Value freedom and individual initiative Students stand out from group Affects student motivation/praise/performance |
| Collective Cultures | Value group harmony and social acceptance Standing out from group is cause for concern/stress School means to social acceptance Affects student motivation/praise/performanc |
Created by:
aclemens2
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