Cultural Sensitivity

Cultural Sensitivity in the Cultural Sensitivity in the Classroom Classroom

Incorporating Culturally Sensitive Practices in the Incorporating Culturally Sensitive Practices in the Classroom:Classroom:

Examining why it is important.Examining why it is important.How it can be achieved, particularly for English How it can be achieved, particularly for English

language language llearners.earners.

EDPY 413 University of AlbertaEDPY 413 University of AlbertaPresented by: Sara McMillan, Mike Brennan, & Presented by: Sara McMillan, Mike Brennan, &

Amanda PullishyAmanda Pullishy

What is culture? What is culture?

““. . . people with common origins, customs and . . . people with common origins, customs and styles of living, who share a sense of identity styles of living, who share a sense of identity and language. Their common experiences and language. Their common experiences shape their values, goals, expectations, beliefs, shape their values, goals, expectations, beliefs, perceptions and behavior” perceptions and behavior” (Department of Developmental Services, 1997, p. 2).(Department of Developmental Services, 1997, p. 2).

Culture isCulture is “all those things that people have “all those things that people have learned to do, believe, value, and enjoy in their learned to do, believe, value, and enjoy in their history. . . the ideals, beliefs, skills, tools, history. . . the ideals, beliefs, skills, tools, customs, and institutions into which each customs, and institutions into which each member of society is born” member of society is born” (Sue, 1981, p. 37).(Sue, 1981, p. 37).

There is your own culture and the culture of There is your own culture and the culture of others.others.

Self-Cultural AwarenessSelf-Cultural Awareness WWhy do we need to be hy do we need to be critically critically cognizant of cognizant of our our

own own culture?culture? To understand the reasons for our actions and To understand the reasons for our actions and

reactions; based upon the social constructions of our reactions; based upon the social constructions of our cultureculture (Department of Developmental Services, 1997, p. 2).(Department of Developmental Services, 1997, p. 2).

These social constructions can differ from culture to culture.These social constructions can differ from culture to culture.

To realize that To realize that the socially acceptable/ unacceptable the socially acceptable/ unacceptable social constructions within a culture are ‘natural and social constructions within a culture are ‘natural and common sense’ to the people in that culture because common sense’ to the people in that culture because they are continuously a part of their waythey are continuously a part of their way of life; learned of life; learned from an early agefrom an early age (Kellner & Durham, 2001, p. 170).(Kellner & Durham, 2001, p. 170).

Self-Cultural Awareness Self-Cultural Awareness Cont…Cont…

WWhy do we need to be hy do we need to be criticallycritically cognizant of cognizant of our our

own own culture?culture? To ensureTo ensure we we do not do not take the ‘natural, common take the ‘natural, common

sense’ practices for granted and become or remain sense’ practices for granted and become or remain ethnocentric.ethnocentric.

““. . . [people have a] . . . [people have a] tendency to regard one’s own cultural tendency to regard one’s own cultural groupgroup as the center of everything and the standard to which all as the center of everything and the standard to which all others are comparedothers are compared” ” (Department of Developmental Services, 1997, p. 3).(Department of Developmental Services, 1997, p. 3).

TTo facilitate increased acceptance of other cultures o facilitate increased acceptance of other cultures by the by the realization that there are no right or wrong realization that there are no right or wrong cultural beliefs cultural beliefs (Department of Developmental Services, 1997, p. 4).(Department of Developmental Services, 1997, p. 4).

Increased willingness to learn cross culturally.Increased willingness to learn cross culturally. Provides an opportunity to quash unfounded preconceived Provides an opportunity to quash unfounded preconceived

notions, stereotypes and prejudices through this education.notions, stereotypes and prejudices through this education.

Cross-Cultural AwarenessCross-Cultural Awareness So, why do we need to be So, why do we need to be criticallycritically cognizant of cognizant of

other people’s other people’s culture?culture?

To facilitate awareness and understanding of other To facilitate awareness and understanding of other people’s actions and reactions people’s actions and reactions (Department of Developmental (Department of Developmental

Services, 1997, p. 4).Services, 1997, p. 4).

Prevents misunderstandings due to a lack of awareness.Prevents misunderstandings due to a lack of awareness.

To cTo create a climate that is conducive to reate a climate that is conducive to maximummaximum teaching and learning; providing their culture is included teaching and learning; providing their culture is included in the classroom instructionin the classroom instruction (Villegas, 1991, p. 13).(Villegas, 1991, p. 13).

Students not feeling isolated as ‘outsiders’Students not feeling isolated as ‘outsiders’

Affective filter (Krashen) is lowered which promotes further engagement Affective filter (Krashen) is lowered which promotes further engagement in the classroom in the classroom ((Nagle Nagle && Sanders Sanders, 1986, p. 11)., 1986, p. 11).

How can How can we we facilitate self-cultural and facilitate self-cultural and cross-cultural awareness?cross-cultural awareness?

Culture shockCulture shock activity activity Can be “ a powerful learning tool”Can be “ a powerful learning tool” (Adler, 1987, p. 24).(Adler, 1987, p. 24).

Culturally Responsive TeachingCulturally Responsive TeachingInclusion of students' cultural references Inclusion of students' cultural references

in all aspects of learningin all aspects of learning (Ladson-Billings, 1994).(Ladson-Billings, 1994).

What are the similarities and What are the similarities and differences between the two differences between the two

scenariosscenarios??

Similarity: Similarity: there is a there is a cultural difference cultural difference between comfort zones in both scenariosbetween comfort zones in both scenarios..

Difference: Difference: there is a there is a language barrier language barrier that impedes understanding of the cultural that impedes understanding of the cultural differencedifference..

Purpose of ActivityPurpose of Activity

To demonstrate that in order to become To demonstrate that in order to become aware of someone else’s culture, aware of someone else’s culture, particularly the differences that may cause particularly the differences that may cause tension, we need to have a common tension, we need to have a common language of expression.language of expression.

Written and/or oral Written and/or oral

Conclusion:Conclusion:

Culturally sensitive practices need to be Culturally sensitive practices need to be implemented in the classroom implemented in the classroom to:to:

Create a climate that is conducive to maximum Create a climate that is conducive to maximum learning and teaching for all students.learning and teaching for all students.

AAllow llow all students all students the opportunity to think ‘outside the opportunity to think ‘outside their box’ with a different set of lenses their box’ with a different set of lenses (perspective), which will help promote cultural (perspective), which will help promote cultural understanding and awareness. understanding and awareness.

Conclusion Cont…Conclusion Cont…

Yet, this can only be achieved through a Yet, this can only be achieved through a common language, which demonstrates common language, which demonstrates how language and culture are inextricably how language and culture are inextricably connectedconnected (Brown, 2000, p. 123).(Brown, 2000, p. 123).

Thus, teachers face huge challenges:Thus, teachers face huge challenges:Need to beNeed to be aware of the aware of the various various cultural climatecultural climates s

in the classroom in the classroom ..Need to teach the curriculum content and English Need to teach the curriculum content and English

target language in a culturally sensitive fashion.target language in a culturally sensitive fashion.

Specific Target Culture: SomaliaSpecific Target Culture: Somalia

The remainder of the presentation will:The remainder of the presentation will:

Examine the educational, religious and political Examine the educational, religious and political structure ofstructure of Somali culture Somali culture..

Mention theMention the struggles struggles thatthat Somali children Somali children may may face face in Canadian schoolsin Canadian schools because of their culture. because of their culture.

Provide empirically based, culturally sensitive Provide empirically based, culturally sensitive strategies that will be useful for teachers teaching strategies that will be useful for teachers teaching Somali English language learners in their Somali English language learners in their classroom. classroom.

"All Somalis know that "All Somalis know that gangsterism isn't to brag gangsterism isn't to brag about. The kids that I was about. The kids that I was growing up with [in Rexdale] growing up with [in Rexdale] would wear baggy [track] suit would wear baggy [track] suit pants, and a little jacket from pants, and a little jacket from Zellers or something, and Zellers or something, and they'd walk into school, and they'd walk into school, and all the cool kids would be all the cool kids would be like, 'Ah, man, look at these like, 'Ah, man, look at these Somalis. Yo, you're a punk!' Somalis. Yo, you're a punk!' And the other kid won't say And the other kid won't say nothing, but that kid, nothing, but that kid, probably, has killed fifteen probably, has killed fifteen people.” -K’naanpeople.” -K’naan

SomaliaSomaliaPop: Approx. 10 millionPop: Approx. 10 millionLocated in Horn of AfricaLocated in Horn of AfricaGovernment: TransitionalGovernment: Transitional

Federal Government is Federal Government is

externally recognized, but externally recognized, but

holds very little powerholds very little powerRegional and local governing bodies exist Regional and local governing bodies exist and control various regions of the country.and control various regions of the country.

Republic of SomalilandRepublic of Somaliland State of PuntlandState of Puntland

Civil War in SomaliaCivil War in Somalia

Clan-based fiefdoms fighting for powerClan-based fiefdoms fighting for powerNo central governmentNo central government400 000 died from Violence, Hunger, 400 000 died from Violence, Hunger,

DiseaseDisease45% of the population internally displaced 45% of the population internally displaced

or has fled to other countriesor has fled to other countriesCountry has lost much of its commercial Country has lost much of its commercial

and farming communitiesand farming communities

Civil War: Effects on EducationCivil War: Effects on Education

Suspension of all educational activitiesSuspension of all educational activities90% of school buildings completely or 90% of school buildings completely or

partially destroyedpartially destroyedAll school records lostAll school records lostSupplies lootedSupplies lootedAbsence of standardized curriculumAbsence of standardized curriculumLack of trained teachersLack of trained teachersChildren traumatized by warChildren traumatized by war

Somali Students in CanadaSomali Students in Canada

ReligionReligionRacializationRacializationTraumaTrauma

ReligionReligion

Virtually all Somalis are Sunni MuslimsVirtually all Somalis are Sunni Muslims Strong attachment between Islam and Somali Strong attachment between Islam and Somali

national identitynational identity To have a Somali identity without Islam in To have a Somali identity without Islam in

Canada is difficult, face isolation from Somali Canada is difficult, face isolation from Somali community. community.

Somalis feel very strongly about allowing Somalis feel very strongly about allowing religious practices and accommodating for them religious practices and accommodating for them in public schools. in public schools.

Islam in Canadian SchoolsIslam in Canadian Schools

Lack of uniformity in accommodating Lack of uniformity in accommodating religious needs for Somali students (e.g., religious needs for Somali students (e.g., Hijab, Ramadan)Hijab, Ramadan)

Physical education, Health/Sex education Physical education, Health/Sex education conflict with Sharia lawconflict with Sharia law

IslamaphobiaIslamaphobiaFirst-generation immigrants more likely to First-generation immigrants more likely to

oppose secular education systemoppose secular education system

RacializationRacialization

Somali national identity focuses more on Somali national identity focuses more on religion and nationality than racereligion and nationality than race

Often pressured to develop persona of Often pressured to develop persona of Afro-Canadian peersAfro-Canadian peers

Somalis racialized as blacks, but identify Somalis racialized as blacks, but identify as being Muslimas being Muslim

Important that schools promote awareness Important that schools promote awareness of Somali national identity of Somali national identity

Trauma and PTSDTrauma and PTSD

Refugee children often suffer from severe Refugee children often suffer from severe post-trauma and stress disorders, unlikely post-trauma and stress disorders, unlikely to learn well in traditional school to learn well in traditional school environment environment

Trauma ExposureTrauma ExposurePost-settlementPost-settlementDiscriminationDiscrimination

Culturally Responsive Teaching Culturally Responsive Teaching StrategiesStrategies

1. Involving the Parents 1. Involving the Parents 2. Communicating High Expectations 2. Communicating High Expectations 3. Involving and Valuing the First Language 3. Involving and Valuing the First Language

and Culture and Culture 4. Examining The Effects of Cultural 4. Examining The Effects of Cultural

Differences Differences 5. Are Student-centred and Constructivist 5. Are Student-centred and Constructivist Adapted from: (Principles for Culturally Responsive Teaching, 2006)Adapted from: (Principles for Culturally Responsive Teaching, 2006)

1. Involving the Parents1. Involving the Parents

Translate important documents into the parents’ first language and use a Translate important documents into the parents’ first language and use a translator, if necessary, for communicating with parents, especially early on.translator, if necessary, for communicating with parents, especially early on.

Find out about the parentsFind out about the parents’’ experiences and expectations of school experiences and expectations of school systems, and explain differences in curriculum, discipline, and parental systems, and explain differences in curriculum, discipline, and parental involvement between Canadian and Somali schools. Ask what they expect involvement between Canadian and Somali schools. Ask what they expect for their child’s experience for their child’s experience (Kahin, 1997).(Kahin, 1997).

Build a relationship with the parents and let them know that you are on their Build a relationship with the parents and let them know that you are on their side. You can do this through progress reports, meetings, community side. You can do this through progress reports, meetings, community events, and home visits if possible events, and home visits if possible (Griffiths, 2002).(Griffiths, 2002).

Use a parent contract and school contract to show support and to make Use a parent contract and school contract to show support and to make expectations explicit. Include explanations for school discipline procedures, expectations explicit. Include explanations for school discipline procedures, diagnostic exams, curricular requirements, and relevant information that the diagnostic exams, curricular requirements, and relevant information that the parents may be concerned about parents may be concerned about (Kahin, 1997).(Kahin, 1997).

Adapted from: (Principles for Culturally Responsive Teaching, 2006)Adapted from: (Principles for Culturally Responsive Teaching, 2006)

2. Communicating High 2. Communicating High ExpectationsExpectations

Make your expectations explicit. Show your students Make your expectations explicit. Show your students what you want them to accomplish.what you want them to accomplish.

Challenge them. Although English language learners Challenge them. Although English language learners may not be ready for all of the language-dependant may not be ready for all of the language-dependant schoolwork of their classmates, find ways to have them schoolwork of their classmates, find ways to have them complete the same curricular requirements.complete the same curricular requirements.

Give specific praise for their accomplishments Give specific praise for their accomplishments (Griffiths, 2002).(Griffiths, 2002).

Adapted from: (Principles for Culturally Responsive Teaching, 2006) Adapted from: (Principles for Culturally Responsive Teaching, 2006)

3. Involving and Valuing the First 3. Involving and Valuing the First Language and CultureLanguage and Culture

Relate curricular materials to issues that are meaningful and Relate curricular materials to issues that are meaningful and relevant to Somalia, Somali-Canadian communities or cultural relevant to Somalia, Somali-Canadian communities or cultural groups. Ways to do this include: thematic units, problem solving groups. Ways to do this include: thematic units, problem solving lessons, or project based learning lessons, or project based learning (Principles for Culturally Responsive Teaching, 2006), (Kahin, (Principles for Culturally Responsive Teaching, 2006), (Kahin, 1997).1997).

Learn key vocabulary, such as greetings, in the student’s first Learn key vocabulary, such as greetings, in the student’s first language or use the student as a resource for creating classroom language or use the student as a resource for creating classroom displays and materials with Somali words displays and materials with Somali words (Kahin, 1997).(Kahin, 1997).

Attend Somali community events, if possible, and talk about them Attend Somali community events, if possible, and talk about them with the studentwith the studentss..


4. Examining the Effects of 4. Examining the Effects of Cultural DifferencesCultural Differences

Teach and talk to students about diversity, not just multiple Teach and talk to students about diversity, not just multiple perspectives or cultural differences, but different needs, learning perspectives or cultural differences, but different needs, learning styles, strengths, and skills, e.g.: fair does not always mean equal styles, strengths, and skills, e.g.: fair does not always mean equal ((McLoughlin & Oliver 2000), (Griffiths, 2002).McLoughlin & Oliver 2000), (Griffiths, 2002).

Provide different forms of support:Provide different forms of support:

Peer support: buddy system - students are assigned an academically Peer support: buddy system - students are assigned an academically strong Canadian partner to do a variety of tasks together such as strong Canadian partner to do a variety of tasks together such as studying, homework, school orientation, etc. studying, homework, school orientation, etc. (Biman & Trickett, 2001).(Biman & Trickett, 2001).

Academic and language support: students are assigned a partner in Academic and language support: students are assigned a partner in another grade, or meet with a caring adult such as an aide, coach, another grade, or meet with a caring adult such as an aide, coach, counsellor, other teacher, or administrator who can give them extra counsellor, other teacher, or administrator who can give them extra academic support academic support ((Biman & Trickett, 2001), (Griffiths, 2002). Biman & Trickett, 2001), (Griffiths, 2002).


5. Student-centred and 5. Student-centred and Constructivist StrategiesConstructivist Strategies

Use cooperative learning in class, especially for new Use cooperative learning in class, especially for new material.material.

Use strategic grouping to maximize cooperative learning.Use strategic grouping to maximize cooperative learning.

Use formative assessment to decide whether or not Use formative assessment to decide whether or not students are familiar with concepts before assigning students are familiar with concepts before assigning independent work.independent work.

Provide various options for completing an assignment. Provide various options for completing an assignment.


Other Teaching Strategies for Other Teaching Strategies for Somali studentsSomali students

Providing Opportunities for HealingProviding Opportunities for Healing

Avoiding Racialization Avoiding Racialization

Accommodating Religious Practices Accommodating Religious Practices

Adapted from: (Kahin, 1997), (Griffiths,2002)Adapted from: (Kahin, 1997), (Griffiths,2002)

Providing Opportunities for Healing: Providing Opportunities for Healing: Refugee StudentsRefugee Students

Do not assume anything about how much students want to talk Do not assume anything about how much students want to talk about their experiences: let them decide for themselves. One way to about their experiences: let them decide for themselves. One way to give students this opportunity is through journaling exercises give students this opportunity is through journaling exercises (Biman & (Biman & Trickett, 2001). Trickett, 2001).

Be prepared if students want to talk about traumatic experiences: Be prepared if students want to talk about traumatic experiences: Be or find "someone objective, yet caring, to talk to". It is important Be or find "someone objective, yet caring, to talk to". It is important that students have a resource that is actually at the school. that students have a resource that is actually at the school. Teachers may benefit from consultations with mental health Teachers may benefit from consultations with mental health professionals professionals (Biman & Trickett, 2001).(Biman & Trickett, 2001).

Create a classroom environment that is structured and explain all Create a classroom environment that is structured and explain all rules and expectations to your students. Not only can this make rules and expectations to your students. Not only can this make students feel safe, it allows them to focus on developing language students feel safe, it allows them to focus on developing language and social skills instead of struggling with unfamiliar classroom and social skills instead of struggling with unfamiliar classroom procedures procedures (Principles for Culturally Responsive Teaching, 2006). (Principles for Culturally Responsive Teaching, 2006).

Avoiding RacializationAvoiding Racialization

Do not include “race” in any way as a criteria for Do not include “race” in any way as a criteria for grouping strategies.grouping strategies.

Do not assume that Somali students will identify Do not assume that Somali students will identify with other African students or even other Somali with other African students or even other Somali students students (Biman & Trickett, 2001).(Biman & Trickett, 2001).

Learn as much as you can about individual Learn as much as you can about individual students to give them the best support and avoid students to give them the best support and avoid stereotypes or over-generalized information stereotypes or over-generalized information (Principles (Principles

for Culturally Responsive Teaching, 2006).for Culturally Responsive Teaching, 2006).

Accommodating Religious Accommodating Religious PracticesPractices

Be flexible with dress code expectations, including clothing for physical education. Be flexible with dress code expectations, including clothing for physical education.

Do not assign work that requires physical contact between genders, even in the Do not assign work that requires physical contact between genders, even in the classroom. classroom.

Respect Islamic prayer times by excusing children from class during these times and Respect Islamic prayer times by excusing children from class during these times and direct them to a space where they can pray.direct them to a space where they can pray.

Direct Islamic students to a private place where they can wash before or after prayer.Direct Islamic students to a private place where they can wash before or after prayer.

Be prepared to direct fasting students to a place where they can spend their lunch Be prepared to direct fasting students to a place where they can spend their lunch hour.hour.

Recognize significant Islamic calendar dates in the same way that you recognize Recognize significant Islamic calendar dates in the same way that you recognize calendar dates for other religious or cultural holidays. calendar dates for other religious or cultural holidays.

(Kahin, 1997), (Griffiths, 2002)(Kahin, 1997), (Griffiths, 2002)

In Closing...In Closing...

It is important for teachers to remember to:It is important for teachers to remember to:

Be self- and cross-culturally aware.Be self- and cross-culturally aware.Realize and understand the struggles that students Realize and understand the struggles that students

from other cultures may face in Canadian schools.from other cultures may face in Canadian schools.Ensure that teaching strategies employed in the Ensure that teaching strategies employed in the

classroom are culturally sensitive and are based classroom are culturally sensitive and are based upon the needs of the students.upon the needs of the students.

Resources for Edmonton TeachersResources for Edmonton Teachers

Bredin InstituteBredin Institute

Suite 500, Capital PlaceSuite 500, Capital Place9707-110 Street9707-110 StreetPhone: (780) 425-3730Phone: (780) 425-3730

Catholic Social ServicesCatholic Social ServicesLanguage Assessment, Referral and Language Assessment, Referral and Counselling Centre (LARCC)Counselling Centre (LARCC)10709 - 105 Street10709 - 105 StreetPhone: (780) 424 - 3545Phone: (780) 424 - 3545Website:Website:www.catholicsocialservices.ab.ca/serviceswww.catholicsocialservices.ab.ca/servicesimmigration.aspimmigration.asp

Edmonton Immigrant ServicesEdmonton Immigrant ServicesAssociationAssociationSuite 201, 10720-113 StreetSuite 201, 10720-113 StreetPhone: (780) 474-8445Phone: (780) 474-8445Website: http://eisa-edmonton.org/Website: http://eisa-edmonton.org/

Edmonton Mennonite Centre for Edmonton Mennonite Centre for NewcomersNewcomersSuite 101, 10010-107A AvenueSuite 101, 10010-107A AvenuePhone: (780) 424-7709Phone: (780) 424-7709Website: www.emcn.ab.caWebsite: www.emcn.ab.ca

Millwoods Welcome Centre for Millwoods Welcome Centre for ImmigrantsImmigrantsSuite 355, Tower IISuite 355, Tower IIMillbourne Shopping MallMillbourne Shopping MallMillwoods Road & 38 AvenueMillwoods Road & 38 AvenuePhone: (780) 462-6924Phone: (780) 462-6924Website: www.mwci-edmonton.netWebsite: www.mwci-edmonton.net

The Somali Canadian Cultural The Somali Canadian Cultural Society of Edmonton (SCCSE).Society of Edmonton (SCCSE).13160 – 127 Street.13160 – 127 Street.(Old Wellington School)(Old Wellington School)Phone: (780) 441-9878 Phone: (780) 441-9878 Website: http://www.somaliedmonton.comWebsite: http://www.somaliedmonton.com

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Putnam, D. B., & Noor, M. C. (1993) Putnam, D. B., & Noor, M. C. (1993) The Somalis: Their history and culture. The Somalis: Their history and culture. Retrieved November 11, 2008, fromRetrieved November 11, 2008, from

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Sue, D. (1981). Counseling the culturally different: Theory and practice. New York: Wiley.Sue, D. (1981). Counseling the culturally different: Theory and practice. New York: Wiley.

Villegas, A. M. (1991). Villegas, A. M. (1991). Culturally responsive pedagogy for the 1990s and beyond. Culturally responsive pedagogy for the 1990s and beyond. Trends and Issues Paper No. 6.Trends and Issues Paper No. 6. Retrieved November 12, Retrieved November 12,

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Presented By:Presented By:

Sara McMillanSara McMillanMike BrennanMike BrennanAmanda PullishyAmanda Pullishy

Cultural Sensitivity

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