Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Multi-Cultural
el ed 351
| Question | Answer |
|---|---|
| Acculturation | a process of cultural identity development where an individual maintains his or her own cultural identity while also adopting select traits from the dominant culture. |
| Affective Filter | Emotions such as nervousness, anxiety, embarrassment, etc. impede the acquisition of a second language. Teachers must help lower a student's affective filter. Lower affective filter=more energy and time spent learning content and language. |
| Assimilation | a process of cultural identity development where an individual gives up his or her own cultural identity in order to fit into the dominant culture. Example: Being put in a blender. |
| Assumptions | Snap decisions that we make on peope based on appearance or race. |
| Biculturalism | a cultural identity that allows an individual to function well in both their own culture in the dominant culture. You know what is appropriate in one social setting, in the classroom, in public, in the home, etc. |
| BICS | Basic Interpersonal Communication Skills= social language, playground, lunch room fluency, acquired quickly, meets needs of low paying jobs. Do not cut it for academic work. |
| Biological Poverty | Starvation, malnutrition, inadequate housing and clothing |
| CALPS | Cognitive Academic Language Proficiency Skills= Academic language, classroom, work-place fluency, acquired over time (5-7 years), required for higher paying jobs. Cognitively challenging for literacy development. |
| Comprehensive Input | The teachers' job to supply understandable language (comprehensible input). Provide comprehensible input just above the student's current abilities (comprehensible input + 1). We need to not water down the content in order to make it comprehensible. |
| Content Integration | deals with the extent to which teachers use examples and content from a cannon variety of cultures and groups to illustrate key concepts, principles, generalizations, and themes. |
| Contrasting Obligations | The obligation of diversity-being nice to each other/appreciating each other. The obligation of equality-insuring that everyone has the same resources and privileges, even if it means giving up some of your own. |
| Critical Reflection Process | Moral wrestling that one undergoes with ones' self and how that applies to your teaching. Constant evaluation of self, values vs. true feelings. |
| Culture | Ethnic background, socioeconomic background, religious beliefs, gender, familiar roles, education,etc. It helps us make sense of the world, understand others' behavior, informs our own behaviors and choices and helps us fit in with others. |
| Cultural Capital | Set of cultural traits that can be used to succeed in the dominant culture. |
| Socially Constructed Characteristics | characteristics constructed by society on how boys and girls should be and act. EX: girls thin, pretty, wear makeup, like to play with dolls. Guys are athletic, tall, muscular, like to play with tools and trucks. |
| Deficit Theory | Belief that children from cultural, linguistic, and economic minority backgrounds are deficient in major areas and cannot perform as well in school as majority culture children. |
| Discrimination | acting on the prejudices (assumptions) that we have |
| ELLs | English Language Learners |
| Equal status situations | creates an atmosphere where all can achieve equally. To accomplish the groups must be treated with equity and not equality (fitting shoe example). |
| Equality and Social Justice (Equity) vs. Equality as Sameness- (equality) | Equal= all individuals are treated/receive the same, Equity= all individuals receive what they need not not all will receive the same |
| Ethnicity | It is determined largely by a person's nationality-where they were born and raised. The traditions and custums and language of their upbringing. It comprises a large part of a person's cultural identity. |
| Fundamental Attribution Errors | the tendency for people to over-emphasize dispositional, or individual explanations for behaviors observed in others while under-emphasizing situational explanations. We tend to give some people the "benefit of the doubt" more easily than others. |
| Funds of Knowledge | a theory of cultural resources expressed again as an economic metaphor. This theory asserts that through the study of the social organizations and structures and the products, technology,etc. that teachers will be able to access from the minority culture. |
| Generational Poverty | Having been in poverty for 2 generations of more |
| Gender | essential characteristics of femininity/masculinity; how express "maleness/femaleness." |
| Hegemonic | dominance, leadership, or influence exercised by one nation over another |
| Hidden Curriculum (vs the official curriculum). | Unwritten social rules and expectations of behavior that we all seem to know but are never taught |
| Immigrant | an individual that travels to a new country and resides there |
| Immigration | the act of people's moving from one place to another |
| Indigenous Minority | a group that is native to the land but is not a part of the hegemonic culture. Example: American Indian |
| Institutionalized Racism | Racism that is inherent in the very rules and practices of an institution such as a school. |
| mainstream (majority) Culture | Hegemonic culture or American White middle class Americans. |
| Master Trait | a characteristic that crosses all other identities. Ex: race, sexual orientation, religion. |
| Meritocracy | success is based on your own merit, not your parent's status. Work hard=get good grades=get good job; don't work hard=don't get good grades=don't get good job. Power yields privileges |
| Micro Level Societal factors/dynamics | choices that individuals make-agency |
| Macro Level Societal factors/dynamics | factors outside of individual control |
| Minority Culture | a culture that functions in a smaller group outside of the hegemonic culture. |
| Multicultural Education- Celebratory | an affirmation of the value of diversity. Appreciates the beliefs, values, traditions, of different cultural groups |
| Multicultural Education-Critical | analyzing how inequalities and differences in cultures have effected laws, politics, pop culture, etc. A more realistic view of other cultures instead of just celebrating the positives |
| Nurturing Pedagogy | know yourself and your students. Link curriculum to student life and experience. Make curriculum accessible to all of the students. |
| Official Poverty | Legal level established by the government to regulate assistance and keep track of social well-being |
| Passive Racism | the unconscious level of prejudices and discrimination. |
| Prejudice | assumptions of people who are different than you often associated with negative feelings. |
| Race | not genetically based. Genetically speaking, the human race is very similar. Term used to make distinctions between different groups. Social constructed term. People have given it meaning-benevolent or hurtful. |
| Reflective self-analysis | Requires teachers to identify, examine, and reflect on their attitudes toward different ethnic, racial, gender, and social class groups |
| Refugee | Those feeling for their country of origin to another to seek relief or freedom |
| Relative Poverty | Feeling "poor" or living below the standard of society |
| Resistance Theory | a response to how individuals react when they are not accepted by the dominant culture. |
| Resilliency | the power or ability to return to the original form or way of being-resistant to change. A set of qualities tha fosters a process of successful adaptation and transformation despite risk and adversity. It is not a fixed or finite attribute, but promoted. |
| Sexism | the belief that man's superiority is part of God's or nature's plan |
| Situational Poverty | injured on the job, lost job, unable to get out of that cycle because he could not walk/didn't have a car etc. Can also be caused by addictions or downsizing. We're all at risk of this. |
| Social Class | Where you stand in society: poor, working , lower middle, upper middle, rich |
| Sociocultural Learning Theory | A way of thinking about how humans learn. We learn by interacting with others. face to face or electronically. |
| Spiritual Beliefs | beliefs individuals hold about the nature or purpose of life, what happens afterwards |
| Stereotype | Assumptions that are made regarding a whole race of people that people apply to individuals |
| Thin-Slicing | making snap decisions about situations, people, etc. These decisions are made unconsciously and people cannot articulate the rational behind them. |
| Teacher Efficacy | A teacher's belief/confidence in his/her ability to plan and execute teaching that brings about effective instruction for English language learners-culturally and linguistically responsible pedagogy. |
| Teacher Dispositions | guided by beliefs and attitude related to values such as caring, fairness, honesty, responsibility, and social justice. Ex: belief that all students can learn, a vision of high and challenging standards, to support learning environment. |
| Tracking Practices in Schools | Important concept of a school's "deep structure." Higher tracks receive more attention than lower tracks. Ex: AP classes deemed more important than woodshop. |
| Undocumented Worker | an individual working the States illegaly. |
| Warren Harding Error | assigning positive characteristic and expectations of people because they are good looking. |
| 4 Moral Dimensions of Education | 1. Enculturating the Young in Democratic Society. 2. Equal Access to Knowledge 3. Pedagogical Nurturing 4. Stewardship of Schools |
| 5 Standards of Effective Pedagogy- Standard 1 | Joint Productive Activity |
| 5 Standards of Effective Pedagogy- Standard 2 | Language and Literacy Development |
| 5 Standards of Effective Pedagogy- Standard 3 | Contextualization |
| 5 Standards of Effective Pedagogy- Standard 4 | Challenging Activities |
| 5 Standards of Effective Pedagogy- Standard 5 | Instructional Conversation |
Created by:
1160221605
Popular English Vocabulary sets