CALIFORNIA TEACHERS OF

ENGLISH LEARNERS (CTEL)

Module Three
Culture and Inclusion
jeffery heil
CTEL Information

 This is the link to the NES site where

you can register, get some sample
test questions and study guides:

My Information

Jeffery Heil
Email: jheil@sdcoe.net

Web:

ctelresources.wetpaint.co
m

Knowledge, Skills, and Abilities
(KSAs)

 See pages 3 – 7
 Notice that each domain is cross-
referenced to a page number in either
the participant guide or the CTEL
Handbook
 Page 8 gives the test structure of the
first three subtests
 Page 9: Rationale for Module 3
 Sample Constructed-Response Question

 Immigrant groups in California face challenges associated with various

sociocultural characteristics (e.g. contries of origin, levels of education,
socioeconomic status, native languages, secondary migration)


 *describe a sociocultural characteristic of one or more immigrant groups in

California and a significant challenge for English Learners associated with that
sociocultural characteristic;


 *discuss how the challenge you wrote about is likely to affect English Learners’
school experience and academic achievement; and


 *describe an instructional strategy that would effectively address the challenge

associated with the sociocultural characteristic you have identified

CULTURAL DIVERSITY IN
CALIFORNIA AND THE
UNITED STATES (KSA -
003)
Reading assignment: Ch8 CTEL
Handbook
 Do We Have the “Will” to
Educate All Children?
The knowledge and skills to educate all
children already exist. Because we have
lived in a historically oppressive society,
educational issues tend to be framed as
technical issues, which denies their
political origin and meaning. . .There are
no pedagogical barriers to teaching and
learning when willing people are
prepared and made available to children.
If we embrace a will to excellence, we can

deeply restructure education in ways that

will enable teachers to release the full
potential of all our children
 -Asa G. Hilliard
Portal to Understanding
Otherness
Category Dominate Group Subordinate
(Unconscious Oppressor) Group
Race White Other
Gender Male Other

Sexuality Heterosexual Other

Language Standard English Other

SES Upper Class Other

Religion Christian Other

Age Working/Producing Other

Ability Able-Body/Mind Other

Cultural Diversity in California
and the United States
 Complete the top of page 10 introducing
me to an immigrant student in you class
or someone you know.
 EL Voices
Top 5 Non-English Languages in
California

 Without looking at page 11, can you

guess what the top 5 non-English
languages are in CA?
 2008/2009 Data for Els (1.5 million total)
 Spanish (85%), Vietnamese (2.4%),
Tagolog, Cantonese, Hmong
 What are the demographics of your
school and/or your neighborhood?

Push-Pull Factors
 Page 13: Imagine you are going to leave
the state of CA. Discuss at your table,
then list some push and pull factors in
the empty boxes.
 See the boxes below to find some
push/pull factors for immigrants



The Immigrant Experience
 Page 14: Rank the problems from
1(easiest) to 10 (hardest)
 I’ll read to you some answers given by a
group of multilingual immigrant parents
who had to make these choices.
Immigration and Migration
 Using the CTEL Handbook, Chapter 8
summarize the subtopics listed in your
reading. Pages 15–17.
 CTEL, CH 8, page 292-297
 Create a poster with your findings (class
size will determine group sizes)
 Immigration & Migration:Changing Face of
America (292-294)

 A shift from predominately European

American population to one that is
substantially non-white (1 out of 3
Americans by 2010)
 CA is experiencing the initial wave of
immigration that will soon impact the US
 Two minority groups – immigrants &
economically disadvantaged minorities
within the US, face similar challenges
Immigration & Migration:
Impact of Changing Pop.


 Poverty plays a large role in the

education of America’s youth and hits
minority children particularly hard.
 Large city school populations are
overwhelmingly minority. (SD Unified:
75%)
 The economy of the US in the future will
rest more on Asian-Americans &
Hispanic-Americans workers than at
present. The education of these
populations will become increasingly
important
 Impact of Changing Pop.
Continued
 Even after Brown V. Board of
Education, a student who is
Black, Latino, or Native
American remains much less
likely to succeed in school.
 Many minority students come to

school with home languages other

than English (1 out of 5 in US; 1 out
of 4 in CA). Districts find
themselves scrambling for
teachers and staff who speak their
 Economic Factors (pg 294)

 The great disparity in the standard

of living attainable in the US
compared to that of many
underdeveloped countries makes
immigration attractive.
 Immigration policy has

corresponded with the cycles of

boom and bust in the US economy
 Most newcomers experience a
Political Factors (pg 295)
 People are pushed to the US
because of political
instability or political
policies unfavorable to them in
their home countries.
 Political conditions within the
US affect whether or not
immigrants are accepted or
denied (both officially and by
the people).

 Religious Factors (pg 295)
 Many of the early English settlers in North
American came to found colonies in which
they would be free to establish their form of
religious domination.
 Until recently, immigration policies only
permitted refugees to be accepted for
political rather than religious reasons
(Change: current policies permit refugees
to be accepted on the basis of religion if the
applicant can prove that persecution comes
from the government).
Family Unification (pg 295)
 Immigration has been a male-
dominated activity since the
early settlement of North
America.
 Once settled, these immigrants

seek to bring their family

members.
Migration within the US (296)
(new)
 Many immigrants are
sponsored by special-interest
groups that invite them to
reside in their local
community. Some groups
find conditions too foreign
and make a secondary
migration to another part of
the US
Immigration Law & Policies (pg
296)

 Economic cyclesin the US have

affected immigration policies. They
allow for immigration when workers
were needed and restricting it when
jobs were scarce.
 The immigrant preference system
emphasizes family ties first, occupation
second, and diversity (coming from
countries other than from our principle
sources) third.
 Legal Status (pg 227)
 Many immigrants are documented–legal
residents who have entered the US officially
and live under the protection of legal
immigration status. Some of these are
refugees.
 Undocumented immigrants are residents
without any documentation, who live in fear
of being identified and deported.
 Undocumented children are legally entitled to
public education and their papers cannot be
solicited at school when they register.
Resources (pg 297)
 The Emergency Immigration
Education Program (EIEP),
(NCLB, Title III, subpart 4)
now known as the Refugee
Student Assistance
Program, provides
assistance to school
districts whose enrollment
is impacted by immigrants.
ISSUES and CHALLENGES
 Page 18: We will discuss
the issues and challenges
faced by culturally and
linguistically diverse
students.
 Begin to think about the

student whom you

introduced to me on page
Primary Language Maintenance
and Loss
 Primary language
maintenance - refers to
maintaining skills in students’
primary language as they add
on new skills in English.
 Primary language loss- refers

to losing their skills in their

primary language. They are
replacing the primary language
Phases of Acculturation

 These are stages one

experiences as he/she
acculturates or adapts to
the second culture. They
include the honeymoon,
culture shock, adaptation,
and acceptance phases
(we’ll cover in depth
Stereotypes and Individual
Variation
 Stereotypes – preconceived
and oversimplified
generalization about a
particular ethnic, religious
group race or gender.
 Individual variation – need to

consider people as individuals

and not categorize them into
groups.
 Societal and Intragroup
Challenges
 Prejudice–excessive pride in one’s
own heritage, country or culture
so that others are viewed
negatively. (regular ballot)
 Discrimination–actions that limit

opportunities of particular groups

based on race, gender, language,
culture, or social class
Societal and Intragroup
Challenges
 Economic Challenges–are a
matter of survival and affect all
aspects of students’ lives;
viewing lower socioeconomic
families’ lifestyles and
perceived values.
 Intragroup–recent immigrants

versus first generation.

 Legal Status

Refugees, Immigrant and

Undocumented workers.
See page 19 for a full

explanation of the
difference among the
three.

Reflect

 Think about how these issues and

challenges may affect the education of
the student you introduced to me on
page 10.
 In the space below, finish your letter by
telling me how you could adjust your
instructional delivery to address the
issues and challenges your student(s)
face
CULTURAL CONTACT
(KSA - 002)
CTEL, PG 286
 Chanrath Ou Quite
 We have lived through genocide–we’ve lost
everything including family members–and
when we came to this country from
Cambodia we didn’t want again to be
victims of our children being torn from us
and lost. We had to give them roots in our
community. It’s time to get rod of the
melting pot analogy. We’re a garden, and a
garden of every color. And to keep a
garden healthy you have to have the soil
and roots of the plants that are strong. Our
language is our roots.
Key Vocabulary

Page 21: Refer to the

CTEL book, pages 287–
288 and take notes on
each term.
 Key Vocabulary (pg21)

 Assimilation–a process in which members of

an ethnic group are absorbed into the
dominant culture, losing their culture in the
process.
 Acculturation–The process of adapting
effectively to the mainstream culture.
Schools are the primary places in which
children of various cultures learn about the
mainstream culture.

 Key Vocabulary (pg21)

 Accommodation–a two-way process:

members of the mainstream culture change
in adapting to a minority culture, the
members of which in turn accept some
cultural change as they adapt to a
mainstream
 Biculturalism–the ability to function
successfully in two cultures. The process of
becoming bicultural is not without stress,
especially for students who are expected to
internalize dissimilar, perhaps conflicting
values.
Key Vocabulary

 Has anyone observed or knows:

 Someone who is bicultural
 A teacher with an assimilationist view
 Someone who has acculturated
 A teacher who believes in accommodation

Phases of Acculturation
(pg 248)
 Page 22: Although these phases are
primarily about the experiences of an
individual who permanently moves to
another country or state, anyone who
has moved at (large or sometimes small
distances) or traveled has some similar
experiences (although, probably to a
much lesser extent)
 Column 3 from page 22 can be seen as
strategies that one might use in a
“constructed response.”
“The New Americans”
 We will be watching the first
excerpt from the subtitled video
“The New Americans–Supporting
Families Module” by Kartemquin
Films
 Complete the top of page 23

analyzing Nora & Pedrito’s

educational experiences
Nora & Pedrito
 Phases of Acculturation

Kansas California
Nora Honeymoon Culture Shock

Pedrito Initial culture

shock, then
adjustment
(6mo)
Nora & Pedrito

Family dynamics
 Family unification/family
first
Ventura’s(mom) culture
shock in Kansas and then
adjustment in California
Mother is the heart of the
home
Nora & Pedrito

Student Interactions:
Pedrito is paired with a student from
Guanajuato
Nora–worked with adults in Kansas
who really cared for her
Nora & Pedrito
 Problem Solving:
Immigrant visa issued solved
cooperatively
Moving to US, CA, and again if
needed.
What Can I do as a Teacher?
(strategies!!)

 Learn more about student

backgrounds and experiences
 Try to figure out where student is in

terms of acculturation
 Check-in with the students on how

they are doing and whether or not

they have any questions
 See each child as an individual with

individual needs and strengths

 What Can I do as a Teacher?
 Pair up new students with buddies to
befriend them and show them the ropes
if they are ELs
 Use strategies for second language

acquisition
 Make it clear that you expect all students

to welcome and support newcomers

 Create an inclusive classroom culture

 Migrant services for family.

 Adult Ed-ESL, GED, CBET

CROSSCULTURAL
INTERACTIONS
(KSA - 004)

CTEL
Sociolinguistic Factors:
Getting ready for a test . . .

 As you listen to the following

instructions, count how many idiomatic
expressions you can hear. . .
 Getting ready for a test . . .
 Alright kids, put a lid on the talking and
button your lips please because I
need to remind you of a few things. If
you want to ace the test tomorrow,
you’ll really need to hit the books
tonight. Remember when you’re
reading the chapters keep your eyes
peeled for the key words you’ll come
across. Jot down a few notes before
you hit the sack, briefly review them
tomorrow and you should be sitting
 Getting ready for a test . . .
 Alright kids, put a lid on the talking
and button your lipsplease because I
need to remind you of a few things.
If you want to ace the test
tomorrow, you’ll really need to hit
the bookstonight. Remember when
you’re reading the chapters keep
your eyes peeledfor the key words
you’ll come across. Jot down a few
notes before you hit the sack, briefly
review them tomorrow and you
Sociolinguistic Factors
(pg 191)
 Page 24: There is a social component to
linguistic competence that every culture
has.
 If you have never experienced what it
means to learn another culture’s
sociolinguistic factor’s, you might not
have ever reflected on exactly what
they are.
 Sociolinguistic Factors as they
relate to the classroom

Gestures “OK” gesture obscene inBrazil/Turkey

“Come here” (using index finger) is the way to call
dog/prostitute in some cultures
Classroom gestures need to be taught

Facial Americans are often perceived by others as being

superficial because of the amount of smiling they do, even
Expres- to strangers. In some cultures, smiles are reserved for
sions close friends and family
Lack of eye contact shows respectin many cultures. In North America,
Eye this is often interpreted as the opposite . . Students aren’t listening/don’t
Contact care/are defiant. Teacher understanding of this is critical—try NOT making
eye contact with someone to see how difficult it is to do the opposite of
what one feels “right”.
 Sociolinguistic Factors as they
relate to the classroom

Distance Differs among cultures . .i.e. North America (20-24” is

comfortable—arm’s distance) vs. Latin America (typically
Proxemics closer.

Touching Touching is very personal and intimate in some cultures,

while in others it is commonplace. Head patting is very
taboo in many cultures. (this could quickly and easily
cause a misunderstanding)

Styles How you talk depends on your audience. . .i.e. boss, store
clerk, students, significant other, friends (students need to
“Registers” know this–you can be less formal with your classmates
than is appropriate with your principal)
 Sociolinguistic Factors as they
relate to the classroom

Dialect There is a variation among speakers of the same

language. “I’m stuffed” (US-I’m full) vs. (Australia-I’m
pregnant!). Speakers of certain dialects may be viewed
differently (i.e. less intelligent/belonging to certain social
Figures of classes,
“Ya’ll etc.)
come back now” said by Texan to Japanese
businessman leaving on a bus. (They immediately got off!)
Speech Use fewer idioms with beginning level Els and always
explain them. Fred Gwynne’s books are a resource.

Silence Silence differs dramatically across cultures. In the US, it it

interpreted as expressing embarrassment, regret or
sorrow. In Asian cultures, it is a token of respect.
Non-Verbal Communication
Activity - Page 26
 At your tables, complete the
nonverbal communication
activity.
 Share out when finished!
Oral Discourse Patterns &
Practices - page 27
 Opening & Closing
Conversations:
Conversations are cooperative
restrictions governed by rules
of initiation, termination,
clarification, etc.
Every native speaker knows
them
Oral Discourse Patterns &
Practices - page 27
 Timing of Responses:
 In the US, we tend to
“jump-in” – Some
students may come from
an immigrant culture that
tends to be more
reflective before
responding.
Oral Discourse Patterns &
Practices - page 27
Turn Taking:
Attention getting rules are
assimilated to avoid
conversational awkwardness
Culturally oriented sets of rules
require finely tuned perceptions.
Oral Discourse Patterns &
Practices - page 27
 Volume of Voice:
Voice volume can convey different
culture specific meaning that
may be different from classroom
culture.
Oral Discourse Patterns &
Practices - page 27
 Use/Role of Silence:
Differs across cultures.
Can mean embarrassment,
criticism, sorrow; can mean
personal power; can convey
self control and respect
See CTEL book pages 304/5
 Cultural Thought Patterns

 Page 28: Read the excerpts from Robert

Kaplan
 Summary:
 Discourse patterns are different based on
language and culture.
 Thinking patterns are different around the
world. One is not better/worse, just
different.
 The discourse pattern used in Academic
English is direct, short, and linear (to the
point)
 Cultural Thought Patterns
Examples

 English: In English the story line would

focus on “getting to the point” and the
discourse event might sound like, “I need
a pair of shoes. I’m going to the
store. I’ll buy running shoes.”
 Cultural Thought Patterns
Examples

 : Semitic languages have been described as

taking “two steps forward and one step
back” in their discourse structure. An
example may be, “I need shoes; I’ll go
to the store. I need shoes; I should
measure my feet. I need shoes; my
old ones are worn out.” While the
storyline advances here, the is clearly a
great deal of repetition that would not be
found in a similar event in English.
 Cultural Thought Patterns
Examples

 Asian/Native American: These languages

have a circular logic in such a way that
discourse is structured around a topic many
times without directly stating the topic. In
fact, for speakers of these languages, being
too direct is considered to be rude. An
example of this structure is, “In the winter
the ground is cold and frozen. In the
summer it is hot and there are sand
burrs. Your feet can get frostbite or
burns. You need shoes.” This example
talks around the subject of needing shoes
but not directly to it.
 Cultural Thought Patterns
Examples

 Spanish/Romance: While these languages,

like English, have linear logic, they allow for
a great deal of digression that would be
considered superfluous in English. “I need
shoes. I’ll get some running shoes.
You know my sister, she got some
running shoes a while ago at J.C.
Penney’s. They gave her blisters but
they were cheap. Maybe we should go
to Penney’s to look for shoes.”
 Cultural Thought Patterns
Examples

 Russian: Has linear logic with some

digression. “I need to buy some good
running shoes like Nikes. I will run on
the team. The team at my school is
very good and has won a lot of races
and ribbons against teams from all over
California. Good running shoes are
important for a team to win, my team
all has Nikes, and nobody has sore feet.
I need to buy some Nikes this week so
I can be ready to run.”
 Cultural Thought Patterns

 Page 29: Read the essay from Jo, a 10th

grade student who was asked to write about
Civil Disobedience.
 At you tables discuss:
 His discourse style
 His understanding of the assignment
 How you would grade him and your
rationale for doing so
 Jo was given a “D” because he did not discuss
Rosa Parks or MLK.

 Cultural Thought Patterns

 Rebeca: Her teacher had her highlight the

sections that went together to assist Rebeca
in organizing her discourse style to fit
American academic style.
 First,
her teacher had her highlight every place
where she talked about her name in one color,
about coming from Mexico in another, etc.
 Rebeca was able to rewrite and feel successful.
Teaching English for Social &
Academic Communication

 Page 30
 Communication Styles:
 Discuss cultural thought patterns
 Model Writing (American linear)
 Color Coding
 Communication Strategies:
 How to ask and answer questions
(sentence frames)
 Cooperative Learning (turn taking,
active listening, etc.)
 Teaching English for Social &
Academic Communication

 Conflict Resolution Strategies:

 Training in negotiation and mediation
 Positive school climates w/policies and
curriculum that support antiracist programs.
 Valuing language & culture

 Multiple Perspectives:
 Exposing students to differences in world views
 Recognizing multiple points of view [Columbus’
“Discovery, Invasion, or Contact”] (i.e.
debate)
 Teaching English for Social &
Academic Communication

 Ethnocentrism & Cultural Relativism:

 Discussion of how language expresses a
message (i.e. using language that creates
barriers versus using culturally inclusive
language)
 Explicit modeling
Transmission & Interactive
Modes
 Two student volunteers to read Teacher A
and Teacher B

Contrasting Cultural Values

 Interdependence-  Independence -
Family Individual
 Cooperation  Competition
 Hierarchy, Rank,  Egalitarianism
Status
 Female Roles
 Favoritism (Males)
 Formality
 Informality
 Indirectness
 Directness
 Fate  Mastery of One’s
 own future
Contrasting Cultural Values
 Think of the values as a continuum
 Which list is collectivist and which is
individualist?
 In our own classrooms there may be
evidence of values from both lists,
anywhere along the continuum.
T-Chart - page 33
 Fill in the t-chart entitled “My Class”. List
the values implicit in your class on the
right and how each cultural value might
impact education. Share with your
table. . .
Examples

My Class Impact

Competition Could be a lack of congruence

between the classroom culture and
child’s culture
Cooperation Working in groups of 4 could be
difficult for kids who like to work alone.

Directness Uncomfortable for some students

Informality Could be a challenge to be

informal for some students
CULTURAL CONCEPTS
AND PERSPECTIVES
(KSA - 001)
Culture

 What do you think of when you hear the

term “culture”?
 Look at the terms on page 34.
 Whatare the differences between these
two descriptions of culture?
Surface Visual, observable, external &
Culture
Deep concrete
Who you really are - “soul”
Culture Embedded, internal, abstract
Harder to change
Culture

 Look at the terms on page 34.

 Which elements do we
consciously address?
How can we more
successfully negotiate and
acknowledge the deeper
elements in our classrooms
and curriculum?
Culture Counts

 “The first premise is that culture is at the

heart of all we do in the name of
education, whether that is curriculum,
instruction, administration, or
performance assessment. Culture
refers to a dynamic system of social
values, cognitive codes, behavioral
standards, worldviews, and beliefs used
to give order and meaning to our own
lives as well as the lives of others
Culture Counts
 Even without our being consciously aware
of it, culture determines how we think,
believe, and behave, and these, in turn,
affect how we teach, what we teach,
how we relate to children and each
other. Our society’s predominant
worldview and cultural norms are so
deeply ingrained in how we educate
children that we seldom think about the
possibility that there may be other
different but equally legitimate and
effective approaches to teaching and
learning.” Geneva Gay (2000)
Cultural Treasure Hunt
 Page 35.
 Complete the Cultural Treasure

Hunt at your tables.

 Page 37.

 Why address issues of culture in the

classroom?
 Popcorn
We Speak America (Video)
 This video explores the
complexities of identity,
immigration, culture, and
language issues faced by
parents, young adults, teachers
and students.
 Discuss page 38 at your table,

then with the group.

Background Factors . . .
 Language
 How developed L1 is
 Status
 Resources available
 Linguistic similarities/differences between
L1 and English
 Ability
Background Factors . . .
 Socioeconomic Status
 Arebasic needs met?
 Working students
 Care for siblings
 Housing
 Health care availability
Background Factors . . .
 Culture
 Gender expectations
 Support systems
 Rank in family
 Literacy traditions
 Similarities/differences with American
culture
 Intragroup/Intergroup
Background Factors . . .
 Experience
 Immigrant/Refugee/Undocumented
(voting/citizenship status)
 Trauma
 Age when English acquisition began
Background Factors . . .

 Education
 Prior education (Nora from the video)
 Literacy in L1
 Print in home
 Parents’ background and level of
education
 Parental support for education &
language acquisition goals
Quickwrite
 Describe two background factors that
affect ELs.
 How does each factor contribute to
promoting or impeding learning,
language acquisition and school
adjustment for English learners?
 What are the implications of this for your
own teaching?
ROLE OF CULTURE IN
THE CLASSROOM AND
SCHOOLS
(KSA - 005)
Drink Cultura - José Antonio
Burciaga
 Listen as I read to you an excerpt from
the chapter “All Things I learned in
School. . .”
 Can you recall a time when something
you learned at school didn’t match what
you’d learned or practiced at home?
Share with your table.

What do I know - page 41
 Jot down your gut level responses
regarding students from these
cultures on the “What do I know?” . . .
 How do I know these things?

 How much of what you know isn’t first-

hand knowledge? How much is from

the media?
What do I know - page 41
 What is your reaction when you hear that
tomorrow you are getting a new Korean
immigrant student?
 What are your expectations?
 Take the same student to Japan. . .
 As there is a negative sociopolitical
relationship between Japan & Korea, the
results are that Korean students usually
perform to the level of expectation.
What do I know - page 41
 Additional examples: Finnish in Sweden,
Kurdish in Turkey, and the French in
Vermont
Teaching Styles – CTEL, 307)
 Glance at the paragraph on teaching
style. . .
 What is your teaching style?
 How can your own cultural beliefs,
attitudes and assumptions affect their
management style, teaching style, and
interactions with students and parents.
 Complete page 42. . .
Ways to Find out About. . .
 Page 43: what are some strategies for
finding out about your students’ home
cultures and cultural experiences?
 Using observation, community resources,
home visits, interviews, informal
conversation and written & oral
histories . . .
 How have you or could you use any of
these strategies?
PROMOTING CULTURALLY
INCLUSIVE LEARNING
ENVIRONMENTS
(KSA - 006)
Ralph Ellison
 If you can show me how I can cling
to that which is real to me, while
teaching me a way into the larger
society, then and only then will I
drop my defenses and my
hostility, and I will sing your
praises and help you to make the
desert bear fruit.

Promoting Culturally Inclusive
Learning Environments -pg 44
 Brainstorm alone or with your
table. . .
 Share with the group.

Factors that contribute . .
.pg45
 High Expectations
 For ALL children
 High Level of Respect for Cultural &
Linguistic Diversity:
 Valuingand Validating the primary
language and its use.
 High level of interactions:
 Cooperative/collaborative group work
Factors that contribute . .
.pg45
 Multicultural Perspective
 Infuse throughout the curriculum
 Use of proactive approach to cultural
conflict
 Openly discussing prejudice,
discrimination, racism, stereotypes,
intergroup relations

Factors that contribute . .
.pg45
 Zero Tolerance
 For culturally insensitive behavior
 Strong parent/guardian and
community involvement:
 Inclass and school activities in school
organization programs.

Factors that Contribute . . .
 After taking notes on the factors, come up
with one concrete example for one of the
factors listed. Then:
 Record one good idea on a square on page
46
 Give One, Get One . . .
 Mingle and ask for ideas from
classmates. . .
 Page 47: Quickwrite. Complete

CULTURALLY INCLUSIVE
CURRICULUM AND
INSTRUCTION
(KSA - 008)
3-2-1 . . . Page 48
 Fill out the 3-2-1 activity
1.Three titles of multicultural books you
have read in your classroom
2.Two perspectives of involvement of
immigrant parents in their child’s
education
3.One social action you’ve seen your
students involved themselves with. . .
Banks: Approaches to Multicultural
Curriculum Reform -page 49 (CTEL –
page 325)
 After discussing Banks’ model, discover
where you are as a teacher, a district. . .
 Page 50. Complete self-assessment
 Could you develop a lesson with a
multicultural perspective?
 Make sure to access the students’ prior
knowledge and contextualize the
language and content for students.
FAMILY & COMMUNITY
SUPPORT
(KSA - 007)
Parent Voices

 Share your quote with as many people

as possible.
 Listen to Pat Mora’s Nepantla . . .
 Read through and answer the
questions from page 52. (CTEL, page
333)
 ELAC/DELAC
 Design a school policy to address one
of the questions on page 52. Include
a timeline & share at your tables
So They May Speak - Video
 If Time Permits. . .