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.
Registration Restriction: Open only ALL educators from any school/district with a minimum of a BA/BS degree.
- SPECIAL SUMMER 2022 SCHEDULE
- TU AND TH: July 7, 12, 14, 19, 21, 26, 28 (Zoom)
- 8:00am - 11:30pm (with breaks)
- 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
Culturally Responsive Teaching for Multilingual Learners: Tools for Equity (Sydney Snyder and Diane Staehr Fenner)
Print or Kindle version (if available) are acceptable
Publisher: Corwin Press (text may be purchased from the publisher, or any other vendor)
- 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)
- GENERAL TARGETS
- 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
- CRITICAL PRACTICE
- 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 University of Massachusetts Global to those who successfully complete all assignment, including a final project, with a “satisfactory” rating AND who complete the course evaluation.
- Those who desire credit must complete an additional separate registration as a student at University of Massachusetts Global by the end of the 4th week for an additional fee.