Gain deeper awareness of how one’s personal attitudes, values, and beliefs about language, patriotism, culture, teaching, learning, power, privilege, and other cultural norms, values, and mores impact teaching and learning. Participants will relate these concepts to cross-cultural interactions in educational settings and explore implications about how these impact interactions with students and their families, instructional decisions, and perceptions about student performance, teaching, and learning within your professional practice.
Course requires a FINAL PROJECT that must be completed with students in a PK-12 classroom over at least three class periods. This project may be modified if COVID protections/restrictions are in effect.
Registration Restriction: Open only ALL educators from any school/district with a minimum of a BA/BS degree.
SPECIAL BLENDED FORMAT for this course which is typically offered fully online.
7 Face-to-Face Sessions (Zoom) with remainder online self-paced, instructor supported
Zoom sessions (THURSDAYS 4:15pm - 8:15pm - Jan 14, 21, 28, Feb 4, 11, 18, 25 (March 4 if weather cancellations)
ZOOM Videoconference - a link will be sent 15 minutes before the first class session to those who are registered
- Audio and video participation is required for the full time each class is in session using Zoom
- Locate a quiet space, free of distractions (to the greatest degree possible)
- Have a headset (mic/ear buds) as a backup in the event you experience feedback
No text is required. All materials are provided online
Culture, individuals, and differences
- Compare and contrast definitions of culture
- Identify specific characteristics of mainstream American culture
- Explain cultural differences within the context of cultural variables
- Examine and articulate personal attitudes, values, and beliefs through the lens of cultural variables
- Apply knowledge of cultural variables when analyzing personal interactions, decisions, and perceptions about students, their families, behavior, classroom management, student performance, teaching, and learning
Relationships within the context of power and privilege
- Explain the role and effect of adaptation, acculturation, covering, power, privilege, stereotyping, and bias in interactions among individuals and within systems
- Apply knowledge and understanding of the role and effect of adaptation, acculturation, covering, power, privilege, stereotyping, and bias in interactions among individuals and within systems to professional practices by analyzing policies and professional practices particularly with respect
Creating equitable and inclusive curricula and learning environments for English language learners
- Compare models of multicultural education
- Critically evaluate materials, resources, and behaviors to identify potential underlying cultural values (biases)
- Explore, evaluate, and select strategies for creating an inclusive, culturally responsive classroom
- Identify and evaluate strategies and practices for engaging parents, families, and communities to assure the education of all students regardless of background
- Apply knowledge of multicultural education to professional practice
TESOL STANDARDS: TESOL STANDARD 2: ELLS IN THE SOCIOCULTURAL CONTEXT (effective in 2024 in IL)
THE ROLE OF CONTEXT
Demonstrate and apply knowledge of the impact of dynamic academic, personal, familial, cultural, social, and sociopolitical contexts on the education and language acquisition of ELLs as supported by research and theories
Investigate the academic and personal characteristics of each ELL, as well as family circumstances and literacy practices, to develop individualized, effective instructional and assessment practices for their ELLs
THE ROLE OF IDENTITY
Recognize how educator identity, role, culture, and biases impact the interpretation of ELLs’ strengths and needs
- TESOL 2a: Demonstrate knowledge of how dynamic academic, personal, familial, cultural, and social contexts, including sociopolitical factors, impact the education of ELLs.
- TESOL 2b: Demonstrate knowledge of research and theories of cultural and linguistic diversity and equity that promote academic and social language learning for ELLs.
- TESOL 2c: Devise and implement methods to understand each ELL’s academic characteristics, including background knowledge, educational history, and current performance data, to develop effective, individualized instructional and assessment practices for their ELLs.
- TESOL 2d: Devise and implement methods to learn about personal characteristics of the individual ELL (e.g., interests, motivations, strengths, needs) and their family (e.g., language use, literacy practices, circumstances) to develop effective instructional practices.
- TESOL 2e: Identify and describe the impact of his/her identity, role, cultural understandings, and personal biases and conscious knowledge of U.S. culture on his/her interpretation of the educational strengths and needs of individual ELLs and ELLs in general
A final grade will be issued by Brandman to those who successfully complete all assignment, including a final project, with a “satisfactory” rating AND who complete the course evaluation provided that the individual registered as a student with Brandman and has paid the additional Brandman tuition applicable at the time of registration.
Here is the course outline:
EDEU502 Course Information
Module A: Welcome and Introduction (1-2 hrs)
This section helps assure your success when working in the course. You will be introduced to details about the OnlineClasroom, the ASPD/Brandman relationship, credit, tax information, and other administrative issues.
EDEU502-MOD1 What is Culture?
How can research, principles, and theories of culture be applied to the context of teaching and learning? (Standard A)
EDEU502-MOD2 The Impact of My Cultural Beliefs
What is the relationship of language and culture and why is it important for teachers of English Learners to understand these relationships? (Standard D)
EDEU502-MOD 3 The Role of Power and Privilege in Perpetuating and Maintaining Stereotypes
In what ways do I experience and benefit from power and privilege and how has power and privilege shaped my personal beliefs, socioeconomic and cultural background, and intercultural experiences? (Standard A, B)
EDEU502-MOD4: Identifying and Confronting Stereotyping and Bigotry
How do stereotyping, bias, bigotry, sexism, racism, homophobia, heterosexism, xenophobia, and ethnocentrism impact teaching and learning and how do I respond to these to assure that all students are fully included? (Standard C, E)
EDEU502-MOD5 Responding to and Interrupting Stereotyping and Biased Behavior
What strategies can I use to address stereotyping and biased behavior when I encounter it? (Standard C)
Module B: Final Project Overview
The Final Project includes classroom implementation. An overview is provided here to allow for forward planning. The project should not be completed until after the final module as that module contains content that will be valuable when implementing the project.
EDEU502-MOD6 Adapting to New Cultures: Assimilation, Accommodation, and Covering
What strategies do individuals use to integrate into new groups? What benefits and costs are experienced by the individual with each? (Standard C, E)
EDEU502-MOD7 What is Multicultural Education?
What is multicultural education and what are effective strategies for addressing the diverse learning needs present in the classroom – particularly English Learners? (Standard C)
EDEU502-MOD8 Creating Safe and Responsive Classrooms for ELLs and others
What are the unique social, emotional, physical, and academic needs of English Learners, and how can the teacher respond to these needs? (Standard B, C, E)
EDEU502-MOD9 Final Project - MODIFIED 7/3/2020
The project is designed to use a specific teaching and learning context to demonstrate ability to integrate the major themes of the course: Culture Research and Theory, Cultural Awareness, Cultural Responsive Instruction, Culture and Language, Effects of Discrimination. The project requires the review and selection of activities, development of plans for implementation, delivery over 2-4 class periods distributed over multiple days, collection of data, analysis of data, and development of a comprehensive evaluation based on the five standards for the course. NOTE: If this point in the course is arrived at when schools are on break/vacation or during a work stoppage, the participant may arrange to complete the project when schools re-open. In this situation, an individual who wishes to enroll in an additional ASPD course BEFORE this course is completed, should contact ASPD to request this.
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