Registration Restriction: Open only ALL educators from any school/district with a minimum of a BA/BS degree.

Class Schedule

Course Framework

This course is uniquely designed to cause the participant to examine their own cultural values and evaluate their interpersonal strengths and weaknesses. Being a successful professional requires flexibility, respect for other opinions, and the ability to adapt to different beliefs and lifestyles. These are the building blocks to cultural and linguistic competence. 

Self-awareness is an important first step because understanding oneself and how personal world views have been shaped can lend insight into biased thinking that we may have unwittingly developed. These biases can lead to assumptions and stereotypes that hinder the way one teaches, organizes the classroom, selects materials, evaluates student work, interacts with colleagues and families, and more.

Professionally we evolve toward cultural competence the more we are able to link human diversity with what we know about risk and protective factors relevant to families and schooling. When equipped with this expertise we understand that, even though the social construction of race has historically linked us to a group of people; so does age, gender, gender identity, sexual orientation, socio-economic status, profession, politics, faith, and other categorical influences. This awareness allows the practitioner to gain a broader appreciation of people, improves the quality of service, and ultimately leads to better outcomes.

Most important, there is no single formula for cultural competency so the course content cannot be considered prescriptive.

Graduate credit (optional)

Graduate credit is available from the University of Massachusetts Global Extended Education in Irvine, CA, for those who successfully complete all course requirements. To obtain graduate credit, register and pay for EDEU 502 using the link provided in the OnlineClassroom. An additional fee, set by the university, is paid when registering for credit.

Failure to complete University of Massachusetts Global registration on time may result in needing to reregister for and retake this course at a later date when it is offered by ASPD which is not guaranteed.

Text/Materials

TEXT: Culturally Responsive Teaching for Multilingual Learners: Tools for Equity (Sydney Snyder and Diane Staehr Fenner) ISBN: 9781544390253 - Print or Kindle version (if available) are acceptable - Publisher: Corwin Press

ONLINE CLASSROOM CONTENT: Readings, videos, and activities in the OnlineClassroom.

FEATURE LENGTH MOVIE:

• • Available w/subscriptions: Amazon Prime Video, Roku Channel, Hulu, fuboTV, Showtime, Showtime Anytime. 
  • Fee-based (varies - approximately $2.99-$3.99): Prime Video, YouTube, ViKi, Google Play Movies and TV, Vudo, AppleTV

RESOURCES: 

• • Transforming Cultural and Linguistic Theory into Action: A Toolkit for Communities
  • Michigan Department of Health and Human Services Behavioral Health and Developmental Disabilities Administration Office of Recovery Oriented Systems of Care Recovery Oriented System of Care, Transformation Steering Committee (March 2016)
  • CREDE (Center for Research on Education, Diversity, and Excellence Hawai‘i Project) https://manoa.hawaii.edu/coe/crede/
  • Rethinking Schools (online magazine – free): https://rethinkingschools.org/magazine/
  • Learning for Justice (online magazine and other resources) - https://www.learningforjustice.org/magazine

Standards and Outcomes

Standards for Initial TESOL Pre-K–12 Teacher Preparation Programs ©2019

• TESOL 2.a. Demonstrate knowledge of how dynamic academic, personal, familial, cultural, and social contexts, including sociopolitical factors, impact the education of ELLs.
  • Explain how linguistic diversity may influence school outcomes for students
  • Explain the impact of instructional model on the education of ELLs (e.g., ESL, TBE, Dual Language)
  • Compare and contrast teacher and parent perceptions of family involvement in school in the community
  • Recognize and interrupt microaggressions
  • Explain the psychological impact of microaggressions on members of marginalized populations
  • Assess how the local community includes supports and barriers for families
  • Examine the relationship of power and privilege in schools
  • RESOURCES
    • https://www.edutopia.org/article/getting-started-culturally-responsive-teaching
    • https://www.theedadvocate.org/deciphering-the-sociopolitical-context-of-school-reform/
• TESOL 2.b. Demonstrate knowledge of research and theories of cultural and linguistic diversity and equity that promote academic and social language learning for ELLs.
• Define culture
• Compare models of culturally responsive teaching (Gay, Ladson-Billings, Hammond)
• Explain the significance of intersectionality in identity
• Explain survival and acceptance mechanisms employed by members of marginalized population including, but not limited to assimilation; acculturation; enculturation; covering by appearance, affiliation, advocacy, and/or association; passing; separation; integration, and others
• Critically evaluate materials, resources, and behaviors to identify potential underlying cultural values (biases)
• TESOL 2.c. 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
  • Demonstrate ability to implement asset-based culturally responsive methods
  • Demonstrate ability to identify individual and family funds of knowledge
  • Explain different types of supports and how to select and use them with multilingual learners
• TESOL 2.d. 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
  • Apply knowledge of cultural variables to collect information about personal characteristics of multilingual learners and their families
• TESOL 2.e. 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
  • Examine the relationship of one’s cultural identities and their interpretation of behaviors, actions and events, particularly within the classroom
  • Examine one’s implicit biases about right and wrong in multiple areas
  • Examine how unearned privilege provides benefits based on race, class, gender, faith, and/or national origin
  • Evaluate the degree to which one has benefited from unearned privilege
• TESOL 5.c.1. Practice self-assessment and reflection, make adjustments for self-improvement and plan for continuous professional development in the field of English language learning and teaching
  • Share insights about how course activities are making a personal impact, personal awareness, and culturally responsive teaching
  • Locate and share resources to advance principles of culturally responsive teaching
• TESOL 5.d. Engage in supervised teaching to apply and develop their professional practice using self-reflection and feedback from their cooperating teachers and supervising faculty
  • Conduct a family interview which reflects or a school community analysis.

Videoconference Notes

• 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

Credit Registration

•  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.
• A separate registration as a student at University of Massachusetts Global is required for an additional fee paid to UMG.