By Yunju Choi at TESOL Program, May, 9 th , 2012
-
Upload
tanner-reynolds -
Category
Documents
-
view
16 -
download
0
description
Transcript of By Yunju Choi at TESOL Program, May, 9 th , 2012
By Yunju Choi at TESOL Program, May, 9th, 2012
EDUC 651 Multicultural and special populations
Theory into Action PlanFoundation of Project
Workshop for New International Residents at CSU’s School Housing
- During workshop, making ally to support the participants’ on-going cooperation and sharing.
- Small groups are new and current residents combination, or various hobby groups.
Sustainability
- Conveniently located near the academic center of campus.- Aggie Village provides a home to approximately 300 families,
including students, faculty, and staff. Our live-in staff, in conjunction with a diverse resident population
School Housing at CSU
Assessment
Adams, M. (2000). Readings for diversity and social justice. New York: Routledge.
Adams, M., Bell, L. A., & Griffin, P. (2007). Teaching for diversity and social justice. 2nd ed. New York: Routledge.
Howard, G. R. (2006). We can’t teach what we don’t know: White teachers, multiracial schools. 2nd ed. New York: Teachers College Press.
ReferencesTheoretical Framework
- New international residents showed lack of cultural, linguistic understanding in school housing in America
- Need of survival English, & cultural understanding
New International Residents’ Need Analysis
GOALS
- Contact officers and coordinators and converse properly- Read housing policy and understand it- Ask repairs of problems and explain details- Join cultural activities and expand multicultural
understanding
Limitation- Time setting: various arrival dates of new residents- English: different proficiency level pair/group work
Course Design- Time: Twice a week for 90 minutes for two weeks
- Place: Housing center
- Participants: New residents in school housing
Syllabus Design
Week 1, Session 1: Introduction, To be a resident in a school housing Week 1, Session 2: Inventory damage policy, rent charge policy, internet connection Week 2, Session 3: Ask help in case of trouble, check out items, use moving sale Week 2, Session 4: Contact cultural coordinators and participate in the cultural activities
Contents
The foundation of the project- Theoretical framework- Context
Plan of action- Proposed timeline- Course objective- Course Design- Syllabus Design
Reflection- Assessment- Limitation- Sustainability
Conclusion
New immigrantsDefinition of cultureMulticultural, multilingual educationDiversitySocial justice
Building better community
Context- Information source: interview with current, and new residents
who are students, visiting scholars, and their family members.- Paperwork required to be a legal resident.- Gathering data with structured or unstructured interview and
observation
Reflection