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Methods and Methods and Materials for Materials for
Culturally Linguistic Culturally Linguistic Diverse students Diverse students
with Exceptionalitieswith Exceptionalities
Methods and Methods and Materials for Materials for
Culturally Linguistic Culturally Linguistic Diverse students Diverse students
with Exceptionalitieswith Exceptionalities
By Jose Urena, Brenda Goings, By Jose Urena, Brenda Goings, Sylvia Lee & Leticia ValenciaSylvia Lee & Leticia Valencia
Persons 5 yrs. & over
Speak a language other than
English
Do not speak English "very
well"
1990 San Luis 4,416 4,173 2,3962000 San Luis 13,958 11,540 7,798
1990 Somerton 4,767 4,449 2,1312000 Somerton 6,546 5,964 3,125
1990 Yuma 49,478 15,090 5,9932000 Yuma 70,856 27,915 11,415
Persons 5 yrs. & over
Speak a language other than
English
Do not speak
English "very well"
1990 Yuma County 97,918 38,070 17,3722000 Yuma County 147,498 67,123 33,295
1990 Arizona 3,374,806 700,287 275,9072000 Arizona 4,752,724 1,229,237 539,937
1990 U.S.A. 230,445,777 31,844,979 13,982,5022000 U.S.A. 262,375,152 46,951,595 21,320,407
English Language Proficiency 1990
0102030405060708090
100
San L
uis
Some
rton
Yuma
Yuma
Coun
ty
Arizo
na
U.S.A
.
Perce
ntag
e
Speak a language other thanEngish
Do not speak English "very w ell"
English Language Proficiency 2000
0102030405060708090
100
San L
uis
Some
rton Yuma
Yuma
Coun
ty
Arizo
na
U.S.
A.
Perc
enta
ge
Speak a language other thanEnglish
Do not speak English "verywell"
School Enrollment 1990/2000
0
5,000
10,000
15,000
20,000
25,000
San Luis Somerton Yuma
Stud
ent N
umbe
r School Enrollment 1990
School Enrollment 2000
Yuma County
05,000
10,00015,00020,00025,00030,00035,00040,00045,00050,000
School Enrollment 1990 School Enrollment 2000
Yuma County
Arizona
0
200,000
400,000
600,000
800,000
1,000,000
1,200,000
1,400,000
1,600,000
School Enrollment 1990 School Enrollment 2000
Arizona
U.S.A.
58,000,000
60,000,000
62,000,000
64,000,000
66,000,000
68,000,000
70,000,000
72,000,000
74,000,000
76,000,000
78,000,000
School Enrollment1990
School Enrollment2000
U.S.A.
“Educational Perspectives”
The “Melting Pot”
• Maintain status-quo
• A Dominant society
• Assimilation
The “Stew”
• Equal opportunity
• An Intercultural society
• Unique parts-as a whole
TESTINGStandardized vs. Authentic
• Culturally and Socially biased
• Diminishes self-concept and creates anxiety
• Limited sampling abilities
• Subject to error
• Compares individuals to a norm population
• various tools
• Raises student’s achievement and personal expectations
• Multiple areas of competency
• Direct observation of performance
• Enhances student’s individual strengths
CULTUREMonocultural vs.
Multicultural• One Model
• One language
• Limits knowledge
• Discriminates
• Creates a barrier for success
• Cultural equity
• Affirms identity
• Unlimited knowledge
• Embraces diversity
• Builds bridges between communities
TEACHING METHODSLinguistic vs. Multiple
styles• One form of
instruction
• Analytical approach
• Handicaps individual learning
• Individual work
• Paper/Pencil tasks
• Offers learning best suited to the student
• Variety of strategies
• Develops individual talents
• Promotes collaboration
• Reflective practice
The Educational “Stew” perspective:
• Allows us to focus both on the differences in the ingredients while at the same time the beauty as a whole.
• A good stew does not have a bunch of components that look, taste or have the same texture.
• The success of the stew depends not only on its looks but also on a lot of other factors including the taste, the freshness of the ingredients, the texture and the mixture itself.
Reading Methods• No single reading method will be
effective for all students• The application of a variety of
methods is extremely important• Teachers should appropriately
modify or combine methods in order to meet individual needs
• Students with learning disabilities should be provided with sound strategic approaches that empower them as readers, rather than be allowed to learn and internalize incorrect practices
Selecting the Appropriate MethodStudents who need to work on reading mechanics frequently respond to explicitly taught code-emphasis developmental reading methods such as phonic, linguistic or multisensory approaches.
Some effective reading approaches are:
• Phonics approach• Linguistic method• Multisensory approach• Neorological Impress Technique• Language Experience approach• Reading comprehension support
Writing• Teachers must model writing strategies.
• Teachers should exposed students to a wide variety of children’s literature with the goal of developing a feel for the rhythm and pattern of language that (they) will transfer to their writing.
• Students must have opportunities to write
• They must understand their own personal word banks in order to use them and write them
Writing Approaches
•Modeled Writing•Interactive Writing•Guided Writing•Share Writing•Independent Writing•On-demand Writing
ESL Teaching Techniques
Some effective methods to assist second language learners are:
• Total Physical Response• Preview-Review• Audio Lingual Method• Direct Method• Content-based, Task-based, and
Participatory Approaches
References• Techniques and Principles in Language Teaching by Diane Larsen Freeman• Write Up A Storm by Wilda Storm• Lesson Plans and Activities to Increase Writing Proficiency by Wilda Storm• Classroom Management Strategies by Cangelosis, J.S. • http://www.2edc.org/NCIP/library/vi/swenson.htm• Teaching Expressive Writing • http://ericec.org/digests/e590.html• Strategies for composition and self-Regulation in the Writing process• http://1idonline.org/1d-indepth/writing/harris-writing.htm1• Reading methods• http://www.1donline.org/1d-idepth/reading/reading-methods.html• The Strategic Spelling Skills of students with LD• http://www.1donline.org/1d-indeprh/reading/strategiec-spelling-skills.html• A Working Definition of Multicultural Education by Paul Gorski (2000)• One Gorilla by Atsuko Morozumi• Five Little Monkeys Jumping on the Bed by Cristeloq Eileen• Pocket Charts for Math by Scholastic Grade k-2• Sight Word Games by Scholastic grades K-2• Shoebox Centers by Evan Moor grades k-3
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