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Cultural Competenciesfor Teachers

Maggie Rivas

January 25, 2007

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Getting Started

Intended outcome for this session:

Participants will increase their awareness about competencies needed by teachers to work effectively with English Language Learners (ELLs).

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Reviewing Cultural CompetenciesPart II

1. Developing cultural awareness

2. Providing high-level, challenging, culturally relevant curriculum and instruction

3. Collaborating with parents and families

4. Making classroom assessment equitable and valid for all students

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Reviewing Cultural CompetenciesPart III

1. Building on and expanding language proficiency and literacy skills of native English speakers

2. Addressing oral language needs of English language learners

3. Building the literacy skills of English language learners

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Defining Cultural Competence

Culture competence entails recognizing the differences among students and families from various cultural groups, responding to those differences positively, and being able to interact effectively in a range of cultural environments.

(Lindsey, Robins, & Terrell, 2003)

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Cultural CompetenciesLadson-Billings (2001) states that cultural competence is present in classrooms where• there is an understanding of culture and its role in

education,• there is a responsibility for learning about

students’ culture and community, • students’ culture is used as basis for learning,

and• flexible use of students’ local and global culture is

promoted.

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Thinking and Reflecting

The “good teacher” is able to look at diverse learners and see their areas of need, but the teacher who is “culturally responsive” also sees their areas of strength.

— Jane Yedlin

(Vialpando & Yedlin., 2005, p. 21)

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Walk-Around Survey

Individual work: • Read the four researchers’ cards describing

cultural competencies for teachers. • Select 3 researchers and fill in the left-hand

column with a word or phrase that reflects your own understanding of the cultural competency (for each researcher).

• Next walk around and collect words/phrases from others to complete columns 2 and 3.

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Walk-Around Survey

Group work:• After 5 minutes return to your group and

share the information you collected. Discuss what actions you will be able to take.

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Walk-Around Survey

Effective

teaching

Culturally responsive pedagogy

Set of attributes

Socioculturally conscious

Gay

Garcia

Villegas&

Lucas

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To successfully move the field of teacher education

of diversity that currently prevails, teacher educators must articulate a vision of teaching and learning in a diverse society and use that vision to systematically guide the infusion of multicultural issues throughout the preservice curriculum. A vision is offered of culturally responsive teachers that can serve as the starting points for conversations among teacher educators in this process.

Conclusion

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ConclusionIn this vision, culturally responsive teachers

(a) are socioculturally conscious,

(b) have affirming views of students from diverse backgrounds,

(c) see themselves as responsible for and capable of bringing about change to make schools more equitable,

(d) understand how learners construct knowledge and are capable of promoting knowledge construction,

(e) know about the lives of their students, and

(f) design instruction that builds on what their students alreadyknow while stretching them beyond the familiar.

Villegas, A.M. & Lucas, T.

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Just for Fun— Acronyms Bingo

• These acronyms are familiar to ELL or science staff.

• Pair with your opposite: an ELL or science participant.

• Write your answers for the acronyms in the boxes.

• The first pair to get three correct responses in a row, in any direction and calls out “Bingo” is the winner.

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Acronyms BingoPair with your opposite (an ELL or science participant) to fill out the following boxes. These acronyms are familiar to ELL or science staff. The first pair to get three correct responses in a row, in any direction is the winner.

What do the acronymsELLs, NES, FEP, ELD stand for?

What does the acronym

NCELA stand for?

What does the acronym NSF stand for?

What does the acronym NSTA stand for?

What does the acronym 5 Es stand for?

What do the acronyms LCD or CLD stand for?

What do the acronym AMAO stand for?

What does the acronyms

BICS and CALP stand for?

What does the acronym

AAAS stand for?

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ReferencesGarcia, E. (2002). Student cultural diversity: Understanding and meeting the challenge (3rd ed.). Boston, MA: Houghton Mifflin.

Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.

Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco, CA: Jossey-Bass.

Lindsey, R. B., Robins, K.N., & Terrell, R.D. (2003). Cultural proficiency: A manual for school leaders (2nd ed.). Thousand Oaks, CA: Corwin Press.

Vialpando, J. & Yedlin, J. (2005). Educating English language learners: Implementing instructional practices. Washington, DC: National Council of La Raza.

Villegas, A.M. & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany, NY: SUNY Press.