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Culture and Language Learning

Presentation for class to show in depth how cultures truly function, how people and society view different cultures, and how we as teachers can help advocate for our children and understand the processes of language learning and how cultures function

Catrina McMullen

on 29 April 2013

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Transcript of Culture and Language Learning

Culture and Language Learning (Ahearn, Childs-Bowen, Coady, Dickson, Heintz, Hughes, Rivas & Williams, 2002) Environmentalist Theory A second language learner’s cultural environment influences their acquisition of the target language. A social and psychological distance of a target language group can influence the ELL’s proficiency in the target language. 8 Influential Factors Social Dominance
Integration pattern
Cohesiveness size
Cultural congruence
Intended Length of residence Incorporating Positive Factors Within the Classroom Provide positive learning environment

Incorporate acceptance

Create interactions amongst the students

Natural communication (life-experiences)

Gagging the affective filter (motivation) Now you see it... Now you don't! Cultural ICEBERG Objective: What we see Clothes, Foods, Festivals, History, Sports, Art/ Architecture Subjective: What we don't see World views, beliefs, values, ways of thinking WARNING!!! WARNING!!! U- Shaped Adjustment Process Honeymoon Hostility Humor/
Homelessness Home Fascination
Love the food and people
The fun will never end
(Dreamy stage, high expectations, wishful thinking) Cultural Shock
Anger, nervousness
Hate everything about the culture Adjustment and re-evaluation of views
Understanding begins to develop
Things aren't so bad, just new Positive and negative aspects can be considered
Successful problem solving and coping
Acceptance and learning how to fit in TEACHERS! WE NEED TO... “Teachers’ academic background, preparation for teaching, and certification status, as well as their experience, significantly affect their student’s achievement.”

Be a life long learner! The Opportunity Gap *Continue your education
*Join an organization like TESOL
*Experience new cultures
*Build relationships with other experienced teachers Building your Repertoire *Bring culture into the class with music and literature.

*Celebrate your student’s cultural holidays when possible.

*Invite parents into the classroom and value their help.

*Celebrate achievements! It’s a Game of Strategy What Can Teachers Do? 15 Cultural Differences in The Classroom Body Language and Gestures
The Teacher's Role
Asking Questions/Saying you don't understand
Making Mistakes/Corrections Status
Gender Roles
Food and Drinks
Taboo Topics
Eye Contact Small Talk
Writing Styles
Directness Cultural Mismatch The cultural mismatch model suggests that members of minority groups do not succeed in school because the characteristics of their cultures are incongruent with those of the mainstream group and the school system. (Lessow-Hurley, 2013, p. 164). 3 subjective culture traits that are part of learning style that effect how students preform in a classroom:
Cognitive Style
Communication Style
Interaction Style Styles Home culture School culture = The cultural mismatch view does NOT guarantee failure for culturally diverse students. It does suggest that members of ethnic groups need to acculturate but also takes into account that schools need to identify and accommodate children's cultural differences.
Cognitive Style: ways of thinking or problem solving.

Communication Style: the assumed
meanings assigned to a certain interaction of a particular group.

Interaction Style: patterns of classroom interaction determine who participates, how they participate, and when. The way in which interaction is structured has an impact on student participation. Katie Bruno Katie Bruno Katie Bruno RESOURCES Bergin, David. (2003). “Ogbu, John U(zo) 1939-2003” The Gale Group. Retrieved from http://www.education.com/reference/article/ogbu-john-uzo-1939-2003/ Garret, T. (2010). The culturally responsive educator. New Jersey Education Agency.
Retrieved from http://www.njea.org/news-and-publications/njea-review/october-
2011/the-culturally-responsive-educator Riojas-Cortez, M. (2011). Culture, Play, and Family: Supporting Children on the Autism
Spectrum. Young Children, 66(5), 94-99. Wahlig, H. (2003). Culture influence on English language learning. Retrieved from
http://www.ehow.com/print/about_6621903_culture-influence-english-language-learning.html Ahearn, C., Childs-Bowen, D., Cody, M., Dickinson, K., Heintz, C., Hughes, K., Rivas, M., & Williams, B. (2002). The diversity kit an introductory Case, A. (2008). Important cultural differences in the classroom. Retrieved from
http://edition.tefl.net/articles/home-abroad/cultural-differences/ Cheng, H. (2013, April 22). Many languages, many cultures. Scholastic, Retrieved from http://www.scholastic.com/teacher/article/many-languages-many-cultures = Emily Burnette Emily Burnette Alex Gadsby Alex Gadsby Alex Gadsby Alex Gadsby Adia Reyna Adia Reyna Adia Reyna Catrina McMullen Catrina McMullen Franchesca Fernandez Franchesca Fernandez Franchesca Fernandez Sarah Rocha Sarah Rocha Sarah Rocha Houston ISD
Hispanic 62.7%
African American 24.6%
White 8.2%
Asian 3.4%
2+ Ethnicities 0.8%
American Indian or Alaska Native 0.2%
Native Hawaiian/
Other Pacific Islander 0.1%
Top languages spoken at HISD: Spanish, Arabic, Vietnamese, Chinese (Mandarin), Urdu, and Nepali.   Houston is the 4th largest city in the United States.
HISD the 7th largest district in the United States.
Many different cultures are represented in Houston area schools.
Metropolitan Houston has numerous businesses that relocate people to this area from various ethnic/cultural backgrounds. Demographics
White 53.8%
Hispanic 25.1%
Asian 9.6%
African American 8.2%
2+ Ethnicities 2.9%
American Indian
or Alaska Native 0.3%
Native Hawaiian/
Other Pacific Islander 0.2%

Top Languages spoken in CCISD: Spanish, Urdu and Vietnamese – 43 languages are represented in CCISD. http://www2.ccisd.net/AboutCCISD.aspx
http://www.window.state.tx.us/tspr/clearcreek/ch02h.htm John Ogbu's Typology Not all minorities have the same political and social status.
Ogbu categorized the minorities into three groups and the success in school is different for each one.
The three categories are: Autonomous, Immigrant, and Caste-like Status, Power, and School Success Schools represent a significant amount of power.
In the United States, all children are required to attend school.
Schools may possibly represent a power structure that pull their children away from what they know. Minority Children Some of these children are required to carry important responsibilities.
Autonomous and immigrant minority groups are more likely to succeed.
Caste-like minority groups are less likely to succeed. Clear Creek ISD
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