wabe 2013 lang culture workshop
TRANSCRIPT
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What’s Culture Got to Do with It? :Enhancing Academic Language Skills through Home-School Connections
Eric J. Johnson, Ph.D.
Washington State University Tri-Cities
Angela Johnson, Ed.M.
Heritage University Tri-Cities
Maya Angelou Elementary, Pasco School District
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Session Roadmap1. Language & Culture
2. Culture & Literacy
3. Literacy & Academic Language
4. Home Visits & Funds of
Knowledge5. Classroom Applications
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WA State Language Policy
“English Language Learners will meet state standardsand develop English language proficiency in an
environment where language and cultural assets
are recognized as valuable resources to learning.”
(Washington TBIP)
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So, what is the relationship between
language and culture?
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Culture
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Bias, Ethnocentrism, & Markedness
A B
D
C
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Marked
Marked------------------------------------------------------------------UNMARKED --------------------------------------------------------------Marked
Marked
Markedness
Theory
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Provide culturally “unmarked” and “marked”
examples for the following activities:
Unmarked Marked
Transportation
Eating
Habits
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~Cultural Transmission~
• Enculturation C1
• Acculturation C1 C2
• Deculturation
C2
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How does language reflect culture?
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“Cultural” PersPeCtives of english
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“Cultural” PersPeCtives of english,
part II
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Culture & Literacy:How are language, culture, and literacy related?
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Rebus IQ Test
(meaning)
(coding)
A
B
C
D
E
F
English
españolрусский
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basement
Reading as a Sociocultural Process:Decoding cultural and linguistic knowledge
A
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B C
D E F
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Apply the same cultural/linguistic knowledge analysis
to the following sentences:
A. The bandage was wound around the wound.B. She threw a head of lettuce at my head.
C. Upon seeing the tear in the painting I shed a tear.D. He was canned for flushing the pop can down the can.
Homonymy & Polysemy
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Comprehension & Context Clues
?“Lord, we thank thee.”
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Literacy &
Academic Language
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Domains of (Academic) Language Proficiency
Oracy Literacy
Productive Speaking Writing
Receptive Listening Reading
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Oracy Literacy Productive Speaking Writing
Receptive Listening Reading
Language domains across contexts:
School
Art
ShoppingCookingSportsetc.
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Contextualizing Language Skills
_____________Language Proficiencies
________Oracy _________Literacy
ProductiveSkills
ReceptiveSkills
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Reframing Academic Language Skills
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Language of School
Oracy
Skills
Literacy
Skills
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School Math
Social Studies
Science
Language ArtsBand
Soccer
etc.
The Language of
xyz
Oracy Skills Literacy Skills
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SchoolLanguageHomeLanguage
Classroom
Success
Language
of Home
Oracy
Skills
Literacy
Skills
Language
of School
Oracy
Skills
Literacy
Skills
Home Literacies & Practices
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Economics
Geography
Politics
AgricultureSports
Technology
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Religion
Language
History
Childcare
Art
Cooking
Funds of KnowledgeAccumulation of life experiences, skills,
and background knowledge
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Bridging Students’ Funds of Knowledge
ELLs need :
– access to classroom environments that buildon their background and knowledge;
– their L1 to be honored while being used as asupport to develop their L2;
– to be provided ample opportunities to show
what they know.(Kersaint, Thompson, and Petkova,2013)
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How can teachers understandand use students’ funds of
knowledge?
Engaging with students' home lives includesbuilding solid relationships with parents.
(Egbert and Salsbury, 2009)
Home visits
Teachers collect specific examples of their ELL
students' funds of knowledge to develop lessonsthat are more culturally relevant to theirstudents.
Student generated lessons30
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Why Home Visits?
Ceasar
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Funds of Knowledge in theClassroom
Lessons are even more meaningful to students whenthey are based on their literacy and numeracy practicesoutside of school (Hornberger, 2003b; McCarty, 2005; Moje, Overby,
Tysvaer, & Morris, 2008; Street et al., 2005; Zentella, 2005).
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Writer’s Workshop- building onstudents’ experiences and strengths
Purpose: Authentically engage students as writers
Provide students with structure to write--scaffolding
Differentiate instruction to meet the needs of each student
Gauge my students’ home experiences
Create a love of writing
Enable students to write to communicate their culture and shareexperiences (in writing, speaking, illustrations, etc.)
Students generate their own topics and choose their writing style Students work on their own pace
Free choice
Respect students’ language level
Build on strengths
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Writing Idea Box
• Students generate their topics, ideas and prompts that
are relevant and meaningful to them.
• Students learn each other’s point of view, cultural
background and their ways of using language.
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Story Cubes
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• Resources like Story Cubes allow students to express
familiar discourses and interpret the dice in significant
ways to represent their life contexts through writing.
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• Build onstudents’ texts
to modelwriting, styleand voice.
• Set highexpectationswith texts theyare capable of
generating.
Student Generated Lessons: Teaching to
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Student Generated Lessons: Teaching toand Learning from Fellow Classmates
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Lesson 1 Lesson 2
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Naomi
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Questions? Comments? Concerns?
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