2. Culture could be easily misinterpreted as Biological factors. However biology
includes apparent features, like: skin or eye color, facial features, etc. And despite all this,
humans around the world are more similar that we think.
What’s culture?
As a social aspect, culture involve, how human communities organize elements, such
as: the way they raise their children or the way people love, play and very impor tant, the way
they transmit all this.
“Teaching”
3. Culture assumptions
Humans construct culture
Culture is Shared
Culture is objective and subjective
Culture is Nurtured
4. Sources of culture
Ethnicity /
Race Nationality Social
Class
Ability / Gender /
Disability Sex
Language Culture Health
Social Age
Status
Religion Geographic
Sexuality Region
(Cushner, McClelland & Safford, 2009)
5. What influences culture?
School
Family Church
Technology Community
Workplace
The Neighborhood
individual
Print Media Peer Group
Ar ts Electronic
Media
Spor ts
(Cushner, McClelland & Safford, 2009)
6. What’s diversity?
We understand diversity as everything that make somebody different to us. But
this differences could be found even in our own family. However humans are shifters, and
there are always some that are more “talented” than others.
But people often tend to hide some aspects of their culture if this specific
aspect is negatively seen.
7. Teacher, be careful!!!
There aren’t norms or rules about culture. There is no normal or
standard group, there is no normal or right member of any specific gender,
nationality, age, or social class.
As a teacher, let your students express themselves since a young age.
School must be the place where differences in culture must be highly respected.
8. What’s the matter?
Cultural diversity matters because it reflects:
• Human conditions;
• Struggle and resistance between groups understanding;
• How knowledge is embedded in culture and language;
9. In education
Cultural diversity matters because it promotes equity, social
justice, awareness and respect.
Cultural diversity is definitely something that help us achieve knowledge
form many different sources and let us develop new approaches to solve problems.
11. 6 challenges (Freeman & Ramirez, 2008).
1. Find out who your students are.
2. Recognize that all students are diverse in multiple ways.
3. Difference ≠ deficit.
4. Teaching in and outside the classroom.
5. Keeping up change and new ways of thinking about it.
6. Understanding limits of Culturally Responsible Education.
12. ESL and ELL’s
In the U.S. the number of ELL’s has increased dramatically in the past few
decades. Sadly national statistics show that ELL’s are three times more likely to be low
academic achievers than native speakers (Freeman & Ramirez, 2008). The question is
“How to meet their needs in order to enable each student to be
academically successful ?”
13. Making content comprehensible
SIOP = Sheltered Instruction Observation Protocol (Echevarria, Vogt &
Shor t, 2008)
Language acquisition Meaningful use and interaction
Skills integrated
Techniques
Factors
15. Lesson Building
preparation background
• Objectives • Background experiences
• Appropriate information (age and • Links with new knowledge
level) • Key concepts
• Supplementary materials
16. Comprehensible Strategies
input
• Clear speech and explanation • Opportunities (skills)
• Techniques • Scaffolding
– Pictures • High.-order questions
– Body language
– Technology
– Paper strips
– Graphic organizers
– Audios
17. Interaction Practice -
Application
• Interact and discuss
• Grouping • Use of manipulatives to practice
• Use of L1 • Apply content and language
knowledge (All skills)
18. Lesson Delivery Review and
assessment
• Content and language objectives
• Students engagement in class • Comprehensive Review of vocabulary
• Pacing and content
• Feedback and Authentic assessment
20. Cushner, K., McClelland, A., & Safford, P. (2009). Human diversity in education: An integrative
approach (6th ed.). Boston: McGraw Hill. (ISBN #10:0-07298193-8)
Echevarria, J., Vogt, M., & Short, D. J. (2008). Making content comprehensible for English
learners: The SIOP model (3rd ed.). Boston: Pearson Education. (ISBN #978-0-205-51886-
9)
Freeman, Y., Freeman, D., & Ramírez, R. (2008).Diverse Learners in the Mainstream Classroom:
Strategies for supporting All students across content areas. Portsmouth: Heinemann. (ISBN
#978-0-325-01313-8)
Music “Dreamcatcher” by Andy Mckee.
Images: “blue man” by Leo Blanchette, “running numbers” by Cory Thoman, office.com picture
collection
