preparing culturally relevant teachers patricia a. edwards, ph.d. michigan state university new york...

Preparing Culturally Relevant TeachersPreparing Culturally Relevant Teachers

Patricia A. Edwards, Ph.D.Patricia A. Edwards, Ph.D.Michigan State UniversityMichigan State University

New York Reading First and Adolescent Literacy New York Reading First and Adolescent Literacy ConferenceConferenceJuly 1, 2008July 1, 2008

The information in this The information in this powerpoint is copyrightedpowerpoint is copyrighted

Edwards, P. A. (in press). Edwards, P. A. (in press). Tapping the potential of Tapping the potential of parents: A strategic guide to boosting student parents: A strategic guide to boosting student achievement through family involvementachievement through family involvement. New . New York: Scholastic.York: Scholastic.

Edwards, P. A. (2004). Edwards, P. A. (2004). Children’s literacy Children’s literacy development: Making it happen through school, development: Making it happen through school, family, and community involvementfamily, and community involvement. Boston: Allyn . Boston: Allyn and Bacon.and Bacon.

Edwards, P. A. with Pleasants, H. M., & Franklin, S. Edwards, P. A. with Pleasants, H. M., & Franklin, S. H. (1999). H. (1999). A path to follow: Learning to listen to A path to follow: Learning to listen to parents. parents. Portsmouth, NH: Heinemann. Portsmouth, NH: Heinemann.

Tell me what to do.Tell me what to do.

Tell me about the Tell me about the cultures of these kids.cultures of these kids.

Give me some tips to Give me some tips to help me teach them.help me teach them.

I have heard that these I have heard that these kids learn differently.kids learn differently.

What does research say What does research say about the way these about the way these students learn and are students learn and are socialized?socialized?

Teacher EducationTeacher Education

““Many teachers find themselves Many teachers find themselves ill-prepared to ill-prepared to comprehend the multiple cultures that students comprehend the multiple cultures that students bring to the classroombring to the classroom, let alone bring dignity , let alone bring dignity and respect for those cultures. They are taught and respect for those cultures. They are taught subject matter, but not what to do when the subject matter, but not what to do when the subject matter does not pertain to the life subject matter does not pertain to the life experiences of the students. experiences of the students. Teacher education Teacher education programs rarely prepare teachers to make programs rarely prepare teachers to make education meaningful to diverse groups of education meaningful to diverse groups of students” students” (Krevotics & Nussell, 1994, p. xi).(Krevotics & Nussell, 1994, p. xi).

What is Culturally Relevant Teaching?What is Culturally Relevant Teaching?

According to Ladson-Billings (1991):According to Ladson-Billings (1991):Culturally relevant teaching refers to the kind of teaching that Culturally relevant teaching refers to the kind of teaching that allows minority [and poor] youngsters access to, and success in, allows minority [and poor] youngsters access to, and success in, school knowledge via their own culture; helps them to recognize school knowledge via their own culture; helps them to recognize and celebrate that culture; and empowers students so that they and celebrate that culture; and empowers students so that they are able to critically examine educational content and process are able to critically examine educational content and process and ask what its role is in creating a democratic and multicultural and ask what its role is in creating a democratic and multicultural society…Culturally relevant teachers are those who have society…Culturally relevant teachers are those who have specific conceptions about themselves and others, the kinds of specific conceptions about themselves and others, the kinds of classroom/community social relations they promote and the classroom/community social relations they promote and the significance of knowledge in the classroom that they relate to significance of knowledge in the classroom that they relate to these issues of student culture and educational critique. (p. 236)these issues of student culture and educational critique. (p. 236)

Characteristics of Culturally Relevant TeachersCharacteristics of Culturally Relevant Teachers

Culturally Relevant Conceptions of Self/othersCulturally Relevant Conceptions of Self/othersCulturally relevant teachers see themselves as Culturally relevant teachers see themselves as artists and teaching as a creative undertaking. artists and teaching as a creative undertaking. They see themselves as a part of the community They see themselves as a part of the community and their role as giving something back to that and their role as giving something back to that community…These teachers believe that success community…These teachers believe that success is possible for each student and a part of that is possible for each student and a part of that success is helping students to make connections success is helping students to make connections between themselves and their community, between themselves and their community, national, ethnic, and global identities. (p. 236)national, ethnic, and global identities. (p. 236)


Culturally Relevant Classroom Social RelationsCulturally Relevant Classroom Social RelationsThe classroom social relations of culturally relevant The classroom social relations of culturally relevant teachers are fluid and “humanely equitable” (as stated by teachers are fluid and “humanely equitable” (as stated by Wilson, 1972) and extend beyond the boundaries of the Wilson, 1972) and extend beyond the boundaries of the classroom…The teachers demonstrate a connectedness classroom…The teachers demonstrate a connectedness with the students and encourage the same among with the students and encourage the same among students in their effort to build a “community of learners” students in their effort to build a “community of learners” instead of defining success as competitive individual instead of defining success as competitive individual achievement. This community of learners is urged to achievement. This community of learners is urged to learn collaboratively and is expected to teach and learn collaboratively and is expected to teach and assume responsibility for each other and the wider assume responsibility for each other and the wider community. (pp. 238-239)community. (pp. 238-239)


Culturally Relevant Conceptions of KnowledgeCulturally Relevant Conceptions of KnowledgeCulturally relevant teachers believe that knowledge Culturally relevant teachers believe that knowledge is continuously re-created, recycled, and shared…is continuously re-created, recycled, and shared…In assessing and evaluating students, culturally In assessing and evaluating students, culturally relevant teachers see excellence as a complex relevant teachers see excellence as a complex standard that may involve some postulates, but standard that may involve some postulates, but take student diversity and individual differences take student diversity and individual differences into account. In other words, macro culture and into account. In other words, macro culture and standards are not ignored but neither are such standards are not ignored but neither are such postulates presented uncritically as superior to the postulates presented uncritically as superior to the students’ ways of knowing and being. (pp. 239-students’ ways of knowing and being. (pp. 239-240)240)

CULTURAL CULTURAL COMPETENCECOMPETENCE-- AwarenessAwareness- Personal Reflection- Personal Reflection- Knowledge and Skills- Knowledge and Skills

CULTURAL CULTURAL COMPETENCECOMPETENCEInvolves:Involves:-- Cross-cultural knowledge. Cross-cultural knowledge.

-- Understanding of the differences, Understanding of the differences, similarities, and similarities, and struggles of the different races struggles of the different races ethnicities and ethnicities and cultures of the world. cultures of the world.-- Deepening our understanding of the Deepening our understanding of the ethnic, racialethnic, racial political, geographical, religious, and political, geographical, religious, and sociosocio economic factors that affect various economic factors that affect various countries ofcountries of the world. the world.- Raising one’s “cultural IQ.”- Raising one’s “cultural IQ.”

CULTURAL COMPETENCECULTURAL COMPETENCE

To be culturally competent doesn’t To be culturally competent doesn’t mean you are an authority in the mean you are an authority in the values and beliefs of every culture. values and beliefs of every culture. What it means is that you hold a What it means is that you hold a deep respect for cultural differences deep respect for cultural differences and are eager to learn and willing to and are eager to learn and willing to accept that there are many ways of accept that there are many ways of viewing the world. viewing the world.

Okokon O. Udo.Okokon O. Udo.

CultureCultureCulture is defined as those values, beliefs, attitudes, Culture is defined as those values, beliefs, attitudes, and norms unique to a group bound by race, gender, and norms unique to a group bound by race, gender, location, religion, or social class. It is the collective location, religion, or social class. It is the collective consciousness of a community with its own unique consciousness of a community with its own unique language, customs, rituals, communication style, language, customs, rituals, communication style,

patterns, social organization, and norms. patterns, social organization, and norms.

(Shade & Edwards, 1987; Shade, Kelly, & Oberg, 1997).(Shade & Edwards, 1987; Shade, Kelly, & Oberg, 1997).

American CultureAmerican CultureCircle the statements that represent the values and Circle the statements that represent the values and

beliefs of the American culturebeliefs of the American culture

1.1. Extended family is a very important part of everyone’s life.Extended family is a very important part of everyone’s life.2.2. Individuals possess potential that must be maximized.Individuals possess potential that must be maximized.3.3. Past generations affect and define individuals –-the past is part Past generations affect and define individuals –-the past is part

of the present.of the present.4.4. Success is measured in material terms, personal fulfillment, Success is measured in material terms, personal fulfillment,

the overcoming of challenges.the overcoming of challenges.5.5. The good of the group supersedes individual interest.The good of the group supersedes individual interest.6.6. Children are indebted to parents for their birth and rearing.Children are indebted to parents for their birth and rearing.7.7. Early independence is encouraged.Early independence is encouraged.8.8. We accept the inevitable. Fate has been written. Fatalism. We accept the inevitable. Fate has been written. Fatalism. 9.9. Financial dependence by family members is the norm.Financial dependence by family members is the norm.10.10. Self-reliance, freedom of choice, individual rights are part of Self-reliance, freedom of choice, individual rights are part of

life.life.11.11. Time is money.Time is money.12.12. Respect for authority and for hierarchical position within a Respect for authority and for hierarchical position within a

group.group.13.13. Praise and rewards are given for a job well done.Praise and rewards are given for a job well done.14.14. Dependence on others is a sign of incompetence.Dependence on others is a sign of incompetence.15.15. Time is relative and irrelevant.Time is relative and irrelevant.

Just as nine-tenths of an iceberg is below the waterline & out of sight, nine-tenths of culture is below conscious awareness.

SurfaceSurface

Deep WatersDeep Waters

Values

Beliefs

Attitudes

Communication styles

Concept of time

Status / classLanguage -dialects

Norms

Education System Family/community/tribal systems

Formality / informality

History geography

Religion

And more . . .

The Cultural IcebergThe Cultural Iceberg

Dress - FoodGames - Music

Artifacts - Literature

CULTURE

Political history/climate

Gender Roles

AcculturationAcculturation

The ultimate goal is for a bilingual

family to become functional in the

new culture and learn to navigate

the many systems that impact their

lives.

Cultural modification of an individual or group by

adapting or borrowing traits from another culture.

AssimilationAssimilationTo absorb into the cultural

traditions of a population or group.

The process of acculturation and/or

assimilation can take only a few months

for children.

It could take decades for the older

members of an immigrant family.

LANGUAGELANGUAGEThe language, the word, carries The language, the word, carries within it the history, the culture, within it the history, the culture, the traditions, the very life of a the traditions, the very life of a

people, the flesh. people, the flesh.

Language is people. We cannot Language is people. We cannot even conceive of a people even conceive of a people without a language or a without a language or a

language without a people. language without a people.

The two are one and the same. The two are one and the same. To know one is to know the To know one is to know the

other.other.

--Sabine UlibarriSabine Ulibarri

How Do We Learn Our Native How Do We Learn Our Native Language?Language?Native language learning follows these Native language learning follows these

stages:stages:Pre-production – 12-18 mos. oldPre-production – 12-18 mos. oldEarly production- 24-30 mos. old Early production- 24-30 mos. old Speech Emergence – 3 yr. oldSpeech Emergence – 3 yr. oldIntermediate Fluency – 3-4 yr. oldIntermediate Fluency – 3-4 yr. oldNear fluency – 5- yr. old Near fluency – 5- yr. old Fluency – Reading/writing – 5 yr. old Fluency – Reading/writing – 5 yr. old and upand up

How Do Adults Learn a Second How Do Adults Learn a Second

Language?Language?Adult second language

learning follows the same stages and the same

sequence of native language learning but in a much longer period of time due to many

variables.The content of and slide design of this presentation is copyrighted to Adie Simmons. No reproductions without the expressed consent of the author.

Variables that Affect Adult Variables that Affect Adult Second Language LearningSecond Language Learning

RESEARCHERS HAVE FOUND THAT THE WINDOW OF OPPORTUNITY TO ACQUIRE NATIVE COMMAND OF A SECOND LANGUAGE BEGINS TO

CLOSE AT PUBERTY.

Adults must rely strictly on memory when learning a new language.

Age, prior educational level, life experiences, culture, genetic make up.

Adults don’t have a visual, sensory, and auditory connection with words in the new language as they have with their own language. They must imitate sounds that may not exist in their native tongue.

Emotions and personality traits (fear, shyness, perfectionism, performance anxiety) plus rationalization of the new language can interfere greatly with the learning process.

Working with Interpreters Working with Interpreters and Translatorsand Translators1.1. Always select trained professionals.Always select trained professionals.

2.2. Allocate time to meet with the interpreter Allocate time to meet with the interpreter before the meeting or event and explain the before the meeting or event and explain the purpose and outcomes.purpose and outcomes. Don’t assume that the Don’t assume that the interpreter knows what you know or what you interpreter knows what you know or what you are trying to say.are trying to say.

3.3. While talking during the meeting, alwaysWhile talking during the meeting, always pausepause for the interpreter to begin to interpret for the interpreter to begin to interpret and and waitwait to start again when the interpreter to start again when the interpreter has finished.has finished.

4.4. Review all written material to be translated Review all written material to be translated and simplify it. Check for clarity, remove and simplify it. Check for clarity, remove professional language and acronyms such as professional language and acronyms such as IEP, ADD, PTSA, WASL, ASAP and others. IEP, ADD, PTSA, WASL, ASAP and others.

BASIC GUIDELINES FOR BASIC GUIDELINES FOR INTERCULTURAL COMMUNICATIONSINTERCULTURAL COMMUNICATIONS

When communicating with adult English Language When communicating with adult English Language Learners:Learners:

Focus your attention on the speaker.Focus your attention on the speaker.Resist internal distractions or personal filters.Resist internal distractions or personal filters.Have patience.Have patience.Suspend judgment.Suspend judgment.Reflect on the meaning of what you are hearing Reflect on the meaning of what you are hearing

– –not the foreign accent or the way the speaker looks.not the foreign accent or the way the speaker looks.Say it back (rephrase), if you don’t think you Say it back (rephrase), if you don’t think you understood correctly.understood correctly.Speak slowly –but not too slow.Speak slowly –but not too slow.Do not speak louder than normal.Do not speak louder than normal.Stick to the subject or topic of the conversation –do Stick to the subject or topic of the conversation –do not deviate or change topics suddenly.not deviate or change topics suddenly.

The term “at-risk” has replacedThe term “at-risk” has replaced

According to Richardson & Colfer (1990):According to Richardson & Colfer (1990):– In school practice the condition is quite fluid; a In school practice the condition is quite fluid; a

student can be at risk one time and not at student can be at risk one time and not at another, and in one class but not in another.another, and in one class but not in another.

Home LiteraciesHome Literacies

Brandt (1985) stated that:Brandt (1985) stated that:

School may have the official mission to bring School may have the official mission to bring literacy to students, but it is much more literacy to students, but it is much more accurate to say that students bring literacy—or accurate to say that students bring literacy—or rather literacies—to school. Home literacy rather literacies—to school. Home literacy comes embedded in complex social and comes embedded in complex social and emotional meanings that need to be emotional meanings that need to be acknowledged and built upon, not ignored or acknowledged and built upon, not ignored or dismantled, in school. (p. 135) dismantled, in school. (p. 135)

Multiple LiteraciesMultiple Literacies

……Not all people read and write with equal ease Not all people read and write with equal ease and fluency or use writing and reading in the and fluency or use writing and reading in the same ways or for the purposes. In the long run, same ways or for the purposes. In the long run, it may be useful to think of “multiple literacies.” it may be useful to think of “multiple literacies.” The notion of multiple literacies recognizes that The notion of multiple literacies recognizes that there are many ways of being—and of there are many ways of being—and of becoming—literate, and how literacy develops becoming—literate, and how literacy develops and how it is used depend on the particular and how it is used depend on the particular social and cultural setting. (McLane & social and cultural setting. (McLane & McNamee, 1990, p. 3)McNamee, 1990, p. 3)

No Child Left Behind: Now What Do We No Child Left Behind: Now What Do We Need to Do to be Culturally Responsive?Need to Do to be Culturally Responsive?

Consider Own Attitudes, Biases and Consider Own Attitudes, Biases and AssumptionsAssumptionsValue Children’s LanguageValue Children’s LanguageRecognize that the Culture of the School and Recognize that the Culture of the School and the Culture of the Child’s Family May Not Be the Culture of the Child’s Family May Not Be Well SynchronizedWell SynchronizedRecognize the Cultural Values Children Bring Recognize the Cultural Values Children Bring to Schoolto SchoolConsider the Importance of Code Switching Consider the Importance of Code Switching Among African American ChildrenAmong African American Children


Incorporate African Children’s Need for Incorporate African Children’s Need for Multisensory Stimulation into Pedagogical Multisensory Stimulation into Pedagogical StylesStylesProvide Culturally Relevant Instructional Provide Culturally Relevant Instructional MaterialsMaterialsAffirm Students’ Cultural Identity with Power-Affirm Students’ Cultural Identity with Power-Enhancing Confidence Builders to Enable Enhancing Confidence Builders to Enable Their Successful DevelopmentTheir Successful DevelopmentPromote Family Involvement and Community Promote Family Involvement and Community PartnershipsPartnerships


Maintain High Expectations for All Maintain High Expectations for All ChildrenChildren

Avoid Filtering All Behavior Through Avoid Filtering All Behavior Through the Singular Lens of Race, Ethnicity, the Singular Lens of Race, Ethnicity, Culture or ClassCulture or Class

Seek out New Information from Cultural Seek out New Information from Cultural InformantsInformants

What is the Achievement Gap?What is the Achievement Gap?

The “The “achievement gap” achievement gap” is a matter of is a matter of race and classrace and class. Across the U.S., a gap in . Across the U.S., a gap in academic achievement persists between academic achievement persists between minority and disadvantaged students and minority and disadvantaged students and their white counterparts. This is one of the their white counterparts. This is one of the most pressing education-policy changes most pressing education-policy changes that states currently face. that states currently face.

Closing the Achievement Requires Multiple SolutionsClosing the Achievement Requires Multiple Solutions

Strategies for Learning About FamiliesStrategies for Learning About Families

Cross-cultural InteractionsFilms, videotapes, multimedia materials

Visits to Community Agencies

Case StudiesGuest Speakers

Community Action Projects

Reading About FamiliesPersonal Life StoriesCultural Self-analysis

Recommendations for Closing the Achievement Gap—Recommendations for Closing the Achievement Gap—Community Involvement SubcommitteeCommunity Involvement Subcommittee

Involvement of Minority Community and ChurchesInvolvement of Minority Community and Churches

Encourage minority churches to develop Encourage minority churches to develop after-school tutorial programs.after-school tutorial programs.Organize a list of minority males to serve Organize a list of minority males to serve as mentors in the school system.as mentors in the school system.Emphasize the need for minority parents Emphasize the need for minority parents to be consistently and actively involved in to be consistently and actively involved in each school’s parent and teacher support each school’s parent and teacher support organization.organization.



Involve organizations in the minority churches, Involve organizations in the minority churches, business and community organizations to business and community organizations to purchase school supplies for needy children.purchase school supplies for needy children.

Challenge the minority churches, community and Challenge the minority churches, community and businesses to provide scholarships and financial businesses to provide scholarships and financial assistance to needy students.assistance to needy students.

Encourage churches to recognize student Encourage churches to recognize student achievement through an honors program.achievement through an honors program.



Provide transportation for parents who need to Provide transportation for parents who need to go to parent conferences.go to parent conferences.

Use computers in the church and community to Use computers in the church and community to teach computer skills classes.teach computer skills classes.

Make sure children within the churches are Make sure children within the churches are involved in a summer academic program,involved in a summer academic program,

Questions?Questions?

For More Information...For More Information...

Contact:Contact:Patricia A. Edwards, Ph.D.Patricia A. Edwards, Ph.D.

Michigan State UniversityMichigan State University

Teacher Education DepartmentTeacher Education Department

304 Erickson Hall304 Erickson Hall

East Lansing, MI 48824-1034East Lansing, MI 48824-1034

Phone: 517 432-0858Phone: 517 432-0858

E-mail: [email protected]: [email protected]

preparing culturally relevant teachers patricia a. edwards, ph.d. michigan state university new york...

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