CLASS 12 Culture

8/13/2019 CLASS 12 Culture

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People takePeople take

different roadsdifferent roads

seekingseekingfulfillment andfulfillment and

happiness.happiness.Just becauseJust because

they they ’ ’ re not onre not onyour roadyour road

doesn doesn ’ ’ t meant mean

they havethey have

gotten lost.gotten lost.

- - --Dalai LamaDalai Lama



Text AdaptationsText Adaptations

Using text for your lesson plan, analyzeUsing text for your lesson plan, analyzethe language demands (refer to CP)the language demands (refer to CP)



Words of CAUTION!Words of CAUTION! When talking about different cultural groups, weWhen talking about different cultural groups, we

often make suchoften make such generalizationsgeneralizations; that is, we make; that is, we makestatements describing common patterns.statements describing common patterns.

We must keep in the back of our minds that there isWe must keep in the back of our minds that there isvariationvariation within cultureswithin cultures — —the descriptions are notthe descriptions are nottrue for everyone!true for everyone!

When weWhen we overgeneralizeovergeneralize by attributing actionsby attributing actionsand behavior of some people to everyone in theand behavior of some people to everyone in thegroup, then we aregroup, then we are stereotypingstereotyping..

BothBoth negative and positive stereotypesnegative and positive stereotypes can becan beharmfulharmful!!

In order to make more accurate generalizationsIn order to make more accurate generalizationsabout social groups, we can useabout social groups, we can use sociotypessociotypes, which, whichare statements that include conditionals orare statements that include conditionals orqualifiers.qualifiers.



Asian is Not Oriental Asian is Not OrientalReadingReading

CP, p. 224CP, p. 224



ExamplesExamplesSTEREOTYPESTEREOTYPE SOCIOTYPESOCIOTYPE

Chicanos are Catholic.Chicanos are Catholic. A majority of Chicanos are A majority of Chicanos are

Catholic.Catholic.

Americans like to party. Americans like to party. Some Americans like to party.Some Americans like to party.

Your turn:

Gang members like rap music.Redheads have a fiery temper.



A Letter to Teachers from A Letter to Teachers from

an American Indian Parentan American Indian ParentReadingReading

CP, p. 225CP, p. 225



What type of socio-cultural issues are teachers likely to come

across?



Building Cultural BridgesBuilding Cultural Bridges Article Article

Article begins on CP, p. 212 Article begins on CP, p. 212

At your table, divide and read ARTICLE pages At your table, divide and read ARTICLE pages

11--2. Summarize your section to your group.2. Summarize your section to your group.



Individualism and CollectivismIndividualism and Collectivism

FrameworksFrameworksIndividualismIndividualism

Fosters independenceFosters independenceand individualand individualachievementachievement

Emphasizes theEmphasizes the

physical world,physical world,private property, andprivate property, andobjects out of contextobjects out of context

Promotes individualPromotes individual

needs, self needs, self --expression, andexpression, andpersonal choicepersonal choice

CollectivismCollectivism

FostersFosters

interdependence,interdependence,

family, and groupfamily, and group

successsuccess

Emphasizes the socialEmphasizes the social

world, shared property,world, shared property,

and objects in socialand objects in social

contextscontexts Promotes norms,Promotes norms,

respect for authorityrespect for authority

and elders, and groupand elders, and groupconsensusconsensus



HofstedeHofstede’ ’ s Individualism Ratings Individualism Rating

(2001)(2001) USA 91USA 91

Australia 90 Australia 90 Canada 80Canada 80

Italy 76Italy 76

France, Sweden 71France, Sweden 71

Germany 67Germany 67 Israel 54Israel 54

Spain 51Spain 51

India 48India 48

Argentina, Japan 46 Argentina, Japan 46 Iran 41Iran 41

“ “ Arab Countries Arab Countries” ” , Brazil 38, Brazil 38

Philippines 32Philippines 32 Mexico 30Mexico 30

“ “East African CountriesEast African Countries” ” 2727

Hong Kong 25Hong Kong 25

Singapore, Thailand,Singapore, Thailand, “ “WestWest African Countries African Countries” ” 2020

South Korea 17South Korea 17

Costa Rica 15Costa Rica 15

Indonesia, Pakistan 14Indonesia, Pakistan 14

Guatemala 6Guatemala 6



BRIDGING CULTURES ARTICLE:BRIDGING CULTURES ARTICLE:

7 Areas of Potential Home7 Areas of Potential Home--School ConflictSchool ConflictIndividualismIndividualism

IndependenceIndependence

Personal PropertyPersonal Property Cognitive skills andCognitive skills and

objects out of contextobjects out of context

Child as individualChild as individual

ParentsParents’ ’ role to teachrole to teach PraisePraise positive self positive self --

esteemesteem

Oral ExpressionOral Expression


HelpfulnessHelpfulness

SharingSharing Social skills and objects inSocial skills and objects in

social contextsocial context

Child as part of familyChild as part of family

TeachersTeachers’ ’ role to educaterole to educate

CriticizeCriticize normativenormativebehaviorbehavior

Listening to authorityListening to authority



Building Cultural BridgesBuilding Cultural Bridges

Skim Excerpt 1 on the articleSkim Excerpt 1 on the article

providedprovided

I di id li d C ll ti iI di id li d C ll ti i



Individualism and CollectivismIndividualism and Collectivism

FrameworksFrameworksIndividualismIndividualism

Fosters independenceFosters independenceand individualand individual

achievementachievement Emphasizes theEmphasizes the

physical world, privatephysical world, privateproperty, and objectsproperty, and objects

out of contextout of context Promotes individualPromotes individual

needs, self needs, self --expression,expression,and personal choiceand personal choice

CollectivismCollectivism Fosters interdependence,Fosters interdependence,

family, and group successfamily, and group success

Emphasizes the socialEmphasizes the socialworld, shared property,world, shared property,and objects in socialand objects in socialcontextscontexts

Promotes norms, respectPromotes norms, respectfor authority and elders,for authority and elders,and group consensusand group consensus



HofstedeHofstede’ ’ s Individualism Ratings Individualism Rating

(2001)(2001) USA 91USA 91

Australia 90 Australia 90 Canada 80Canada 80

Italy 76Italy 76

France, Sweden 71France, Sweden 71

Germany 67Germany 67 Israel 54Israel 54

Spain 51Spain 51

India 48India 48

Argentina, Japan 46 Argentina, Japan 46 Iran 41Iran 41

“ “ Arab Countries Arab Countries” ” , Brazil 38, Brazil 38

Philippines 32Philippines 32

Mexico 30Mexico 30

“ “East African CountriesEast African Countries” ” 2727

Hong Kong 25Hong Kong 25

Singapore, Thailand,Singapore, Thailand, “ “WestWest African Countries African Countries” ” 2020

South Korea 17South Korea 17

Costa Rica 15Costa Rica 15

Indonesia, Pakistan 14Indonesia, Pakistan 14

Guatemala 6Guatemala 6



BRIDGING CULTURES ARTICLE:BRIDGING CULTURES ARTICLE:

7 Areas of Potential Home7 Areas of Potential Home--School ConflictSchool ConflictIndividualismIndividualism

IndependenceIndependence

Personal PropertyPersonal Property Cognitive skills andCognitive skills and

objects out ofobjects out of

contextcontext Child as individualChild as individual

ParentsParents’ ’ role torole to

teachteach PraisePraise positivepositive

self self --esteemesteem

Oral ExpressionOral Expression


HelpfulnessHelpfulness

SharingSharing

Social skills andSocial skills and

objects in socialobjects in socialcontextcontext

Child as part of familyChild as part of family

TeachersTeachers’ ’ role torole toeducateeducate

CriticizeCriticize normativenormative

behaviorbehavior Listening to authorityListening to authority

A ti it A l i thA ti it A l i th



Activity: Applying the Activity: Applying the

Framework Framework Your group will be given an Your group will be given an

example of 1 of the 7 potentialexample of 1 of the 7 potentialareas of conflictareas of conflict

Discuss the issue from both theDiscuss the issue from both theindividualistic and collectivisticindividualistic and collectivistic

orientationsorientations Think of a strategy that mightThink of a strategy that might

resolve the problemresolve the problem



Activity Activity::

Card GameCard Game

Image by: George Dervill e Rowlandson



InstructionsInstructions

You will choose a post You will choose a post--it and withoutit and withoutlooking at its face, stick it on yourlooking at its face, stick it on your

forehead.forehead.

Walk around the room and interact withWalk around the room and interact with

others following the rules on the nextothers following the rules on the next

slide.slide.



Group 1Group 1: Cards 2, 3, 4, and 5 (if needed): Cards 2, 3, 4, and 5 (if needed) – – You Youdo not want to talk to these people, they havedo not want to talk to these people, they havenothing to offer you; you are uncomfortablenothing to offer you; you are uncomfortablewith them, and you try to get away from themwith them, and you try to get away from themwith as little interaction as possible.with as little interaction as possible.

Group 2Group 2: Cards 7, 8, 9: Cards 7, 8, 9 – – You moderately enjoy You moderately enjoytalking to these people, but you dontalking to these people, but you don’ ’ t got gooverboard. You talk to them briefly and thenoverboard. You talk to them briefly and then

move on.move on.Group 3Group 3: Cards Jack, Queen, King: Cards Jack, Queen, King – – You really You really

enjoy these people and seek them out; youenjoy these people and seek them out; you

try to do things that will encourage them totry to do things that will encourage them tolike you.like you.

Ace: Ace: You would give anything if these people You would give anything if these people

would be your friends; you make every effortwould be your friends; you make every effortto have them like you.to have them like you.



Card Game DiscussionCard Game Discussion Do NOT look at your card!Do NOT look at your card!

What group do you think you were in?What group do you think you were in?Why? (#1Why? (#1----Cards 2Cards 2--5, #25, #2----Cards 7Cards 7--9,9,

#3#3

----

Face Cards, Aces)Face Cards, Aces)

How did Group 1 members feel? GroupHow did Group 1 members feel? Group2? Group 3? Aces?2? Group 3? Aces?

What are the implications for teachingWhat are the implications for teachingand learning?and learning?



Processes of Cultural Contact:Processes of Cultural Contact:

Cultural Assimilation, Acculturation,Cultural Assimilation, Acculturation,and Pluralismand Pluralism

Assimilation: Assimilation: "A one way process through which"A one way process through whichmembers of an ethnic group give up their originalmembers of an ethnic group give up their originalculture and are absorbed into the core culture, whichculture and are absorbed into the core culture, whichpredominates in the host society." (subtractive) (Sills)predominates in the host society." (subtractive) (Sills)

Acculturation: Acculturation: The process by which people of aThe process by which people of adifferent culture adapt to a new culture withoutdifferent culture adapt to a new culture withoutgiving up their first (additive).giving up their first (additive).

Cultural Pluralism:Cultural Pluralism: A process of compromise A process of compromisebetween two or more cultures in which both groupsbetween two or more cultures in which both groupsadopt certain core cultural traits seen as crucial toadopt certain core cultural traits seen as crucial tocultural survival while maintaining unique culturalcultural survival while maintaining unique culturalcharacteristics (reciprocal).characteristics (reciprocal).



Small Group Application ActivitySmall Group Application Activity

What would you expect to see in aWhat would you expect to see in aclassroom where the teacher believes herclassroom where the teacher believes her

role is to promote:role is to promote:

Assimilation Assimilation

Acculturation Acculturation

PluralismPluralism

(as assigned to your group)(as assigned to your group)



Skim SG pp. 51Skim SG pp. 51--52 while considering the52 while considering the

following questions found on p. 53:following questions found on p. 53:

Why do some ESOL students act ashamed ofWhy do some ESOL students act ashamed of

their original culture and claim they cannottheir original culture and claim they cannot

speak their native language?speak their native language?

What kinds of school experiences mayWhat kinds of school experiences mayencourage ESOL students to reject theirencourage ESOL students to reject their

original culture?original culture?

What are some potential problems for ESOLWhat are some potential problems for ESOLstudents who completely assimilate to thestudents who completely assimilate to the

dominant U.S. culture in terms of language,dominant U.S. culture in terms of language,

dress, diet, etc.?dress, diet, etc.?



SharingSharing — —Cultural AdjustmentCultural Adjustment

Personal experiences whenPersonal experiences when

entering a new/unfamiliar cultureentering a new/unfamiliar cultureor subcultureor subculture



www.planetesl.com

Euphoria/Honeymoon

Culture Shock/Hostility

Adjustment/Adaptation/

Home

Reverse Culture Shock

Phases



www.utoronto.ca

What are school implications?

I have come to a frightening conclusion. II have come to a frightening conclusion. I



I have come to a frightening conclusion. II have come to a frightening conclusion. Iam the decisive element in the classroom.am the decisive element in the classroom.

It is my personal approach that createsIt is my personal approach that createsthe climate. It is my daily mood thatthe climate. It is my daily mood thatmakes the weather. As a teacher Imakes the weather. As a teacher I

possess tremendous power to make apossess tremendous power to make achild's life miserable or joyous. I can be achild's life miserable or joyous. I can be atool of torture or an instrument oftool of torture or an instrument ofinspiration. I can humiliate or humor,inspiration. I can humiliate or humor,hurt or heal. In all situations, it is myhurt or heal. In all situations, it is myresponse that decides whether a crisis willresponse that decides whether a crisis willbe escalated or debe escalated or de--escalated, and a childescalated, and a child

humanized or dehumanized or de--humanized.humanized.

Dr. Haim GinottDr. Haim Ginott



Brainstorm in your groupBrainstorm in your group



Brainstorm in your groupBrainstorm in your group

characteristics of CULTURALLY characteristics of CULTURALLY --

RESPONSIVE PEDAGOGY RESPONSIVE PEDAGOGY Positive perspectives on parents and familiesPositive perspectives on parents and families

Communication of high expectationsCommunication of high expectations Learning within the context of cultureLearning within the context of culture

StudentStudent--centered instructioncentered instruction

Culturally mediated instructionCulturally mediated instruction

Reshaping the curriculumReshaping the curriculum

Teacher as facilitatorTeacher as facilitator (The Education(The Education Alliance, n.d.) Alliance, n.d.)



Video Segment: Video Segment:

Schools Back Home Schools Back Home

Strategy Practice: Directed ListeningStrategy Practice: Directed Listening--

Thinking ActivityThinking Activity1.1. PrePre--viewingviewing — — Activate prior knowledge, Activate prior knowledge,

build background, &/or make predictionsbuild background, &/or make predictions

2.2. DuringDuring--viewingviewing — —Listen for specificListen for specificinformation as directedinformation as directed

3.3. PostPost--viewingviewing — —Use viewing informationUse viewing informationto draw conclusions, extend learning,to draw conclusions, extend learning,etc.etc.



As a As a prepre--viewingviewing activity, identify the cultural normsactivity, identify the cultural norms

for schools in the U.S., based on your experiences.for schools in the U.S., based on your experiences. As you watch, jot down information LEP students give As you watch, jot down information LEP students give

about schools in their home countries in theabout schools in their home countries in the duringduring--viewingviewing section.section.

As a As a postpost--viewingviewing task, identify mismatchestask, identify mismatchesbetween your list of norms and those expressed bybetween your list of norms and those expressed bythe students in the video.the students in the video.

Extension:Extension: Develop a plan to help students learnDevelop a plan to help students learnabout American school norms (e.g. teaching a schoolabout American school norms (e.g. teaching a schoolroutine, assigning a buddy to help with changingroutine, assigning a buddy to help with changingclasses, etc.)classes, etc.)

In Course Packet-



Next week Next week …… DD--R, Ch 3R, Ch 3 — —Read Identification, Referral, andRead Identification, Referral, and

Early Intervention of English Learners withEarly Intervention of English Learners with

Special Needs; & Teaching Strategies for theSpecial Needs; & Teaching Strategies for theCLD Special LearnerCLD Special Learner

CPCP-- RoseberryRoseberry--McKibbinMcKibbin, & Brice, What, & Brice, What’ ’ ss

Normal, WhatNormal, What’ ’ s Nots Not DD--R, Ch 9 Read from Family & CommunityR, Ch 9 Read from Family & Community

Involvement to endInvolvement to end

Derrick Derrick --Mescua, Working with Families.Mescua, Working with Families. ZelaskoZelasko && Antunez Antunez, If Your Child Learns Two, If Your Child Learns Two

Languages (Skim)Languages (Skim)

Bring Lesson Plan for peer review!Bring Lesson Plan for peer review!

CLASS 12 Culture

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