Gender, Class & Ethnicity
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Session 7 Classroom EDUC 601 EDUC 601 WEEK 7 WEEK 7
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Gender, Class & Ethnicity. EDUC 601 WEEK 7. Session 7 Objectives. In Session 7, you will: Participate in a Cultural-Warm Up Activity Review Session 6 content Apply cultural learning in a classroom situation Critically evaluate approaches to cultural diversity in the classroom - PowerPoint PPT Presentation
Transcript of Gender, Class & Ethnicity
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In Session 7, you will: Participate in a Cultural-Warm Up Activity Review Session 6 content Apply cultural learning in a classroom
situation Critically evaluate approaches to cultural
diversity in the classroom Recognize the concepts inherent in cultural
diversity Express views on cultural learning Discuss issues that have implications for
classroom practices
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Session 7ClassroomGroup C: Warm-Group C: Warm-
UpUp Introduction of Warm-Up Activity
Activity
Debrief of Activity
Next Steps
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Debrief Slide 17 (Session 6): Large Group Threaded Discussion:
Describe one original accommodation strategy you posted in Session 6
Describe a classmate’s accommodation strategy you recorded from the threaded discussion that you could use in your classroom
All responses should include: A title for the strategy A description of how and when the strategy may
be used in the classroom A rationale to support the value of using the
strategy 6
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Debrief Slide 21(Session 6): What are the characteristics of
Individualistic Value Systems? Collectivistic Value Systems?
How can awareness of the distinctions between these two value systems help you as an ELL teacher?
What are the benefits and risks of each value system?
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Debrief Slide 22 (Session 6): Based on the definitions of
individualistic and collectivistic societies, what three classroom situations and practical solutions do you feel can be successful in an ELL classroom?
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Debrief Slide 35: H. G. Widdowson states (p. 104) that:
“Literacy can intensify a sense of self only if written texts are put in relation with readers’ selves, i.e., if they are read not just as linguistic products but as discourse.”
In your opinion, what is Widdowson referring to and why?
James Gee states (p.105) that: “Literacy”, says Gee, “is much more than just the
ability to read and write. It is an ability to signal one’s membership in a socially meaningful discourse community.”
What does Gee refer to when he states “…signal one’s membership..”? 9
Benedictine UniversityKramsch, C. (1998). Language and culture. NY: Oxford University Press.
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Kramsch discusses in Chapter 6 the nature of the linguistic sign of language as:
The link between a language and its legitimate discourse community
The symbolic capital associated with the use of the particular language or of a literate form of that language
She concludes with the idea that these concepts are associated with language in relation to a person’s sense of self
Do you agree or disagree? Why?
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Chapter 6 Small Group Activity: Group Readings:– Group A: pp. 65-69 to the end of Cultural stereotypes– Group B: pp. 70- 74 to the end of Linguistic nationism– Group C: pp. 74-77 from Standard language, cultural totem
to end of chapter Individually review the pages that are
assigned to your group and prepare a short summary points of key ideas
Divide into your small groups (A, B, C): Compare and contrast the summary points of the group
Prepare a master list of key points presented in the reading assigned to your group
Be prepared to present your key points to the class
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Chapter 6 Small Group Activity Debrief: Kramsch (p. 77) states that language is the
most sensitive indicator of the relationship between an individual and a given social group. Based on this position, what key ideas or concepts did your group identify in the readings?
Group Key Points Discussion:– Group A: pp. 65-69 to the end of Cultural stereotypes– Group B: pp. 70- 74 to the end of Linguistic nationism– Group C: pp. 74-77 from Standard language, cultural
totem to end of chapter
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Session 7ClassroomCulture As Language
Crossword Puzzle Activity
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Session 7ClassroomCulture As Language
Crossword Puzzle Debrief
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Award the 5 points to each member of the winning group… Congratulations!Congratulations!
Which top 3 terms/concepts presented in the crossword puzzle have the most potential to impact an ELL’s learning experience? Why?
Can you provide a classroom example to illustrate your response?
What are the concepts inherent in cultural diversity?
What issues impact classroom practices? What are your personal views of cultural
learning?
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Kramsch, C. (1998). Language and culture. NY: Oxford University Press.
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In-Class Collaboration Time permitting, take 15- 20 minutes to
collaborate with your Small Groups about the practicum process
Each group is to discuss their progress and update colleagues on individual progress
If your group has completed the group presentation, take time to work on Assignment 5B
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Reflect on two key points from Session 7 Provide a rationale to support your key
points from Session 7
D2LD2L ActivityActivity
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Session 7 Assignments
Session 7ClassroomIDEA Course IDEA Course EvaluationEvaluation
Please check your BenU account for notifications and directions
You may access the survey by clicking on the link on the course homepage
The evaluation must be completed within 48 hours of the last classroom session
The survey must be completed in one sitting, it cannot be re-opened
Thank you for your input
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In Session 7, you have: Participated in a Cultural-Warm Up
Activity Reviewed Session 6 content Applied cultural learning in a classroom
situation Critically evaluated approaches to
cultural diversity in the classroom Recognized the concepts inherent in
cultural diversity Expressed views on cultural learning Discussed issues that have implications
for classroom practices
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In Session 8, you will: Review Session 7 content Define “cultural identify” Review cultural stereotypes Define “language crossings” in relation to
cultural identity Revisit the definition of “culture” Examining cultural superiority and personal
identity Examine the impact of cultural identity on
the K-12 ELL settings
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