10 - Susan Sy PDF

Preview

Summary

Susan Sy...

Description

I.

II.

III.

IV.

Solutions to Stereotype threat A. Main way to reduce this is to emphasize that intelligence is malleable, it is no fixed and it can change 1. Everyone can improve intelligence B. More variety (cooperation and competition; individual & group work) C. Include underrepresented groups in curriculum material 1. This makes the curriculum more diverse itself D. Examine your own stereotypes: identify specific strategies to reduce their effects ELL Education A. ELL = english language learners (not yet fluent in english) B. Other terms to refer to this group of students 1. English as a second language (ESL) student 2. Limited English Proficient (LEP) students Additive and Subtractive models of bilingual education A. Subtractive goal: goal is to to replace the native language (L!) with the second language (2L) B. Additive is adding onto the language but not losing the first language 1. Add an 2L but also maintain and refine 1L Different models of learning languages A. English only immersion 1. All academic skills instructed in student’s 2L B. Dual Immersion Programs 1. Start students at certain % of of their native language, while slowly adding the 2L 2. Early Exit a) Kid would enter with 50% of academic instruction in their native language, the other 50% would be in the second language b) Typically last 2-3 years, by year 3 all of their instruction will be given in the 2L (1) Might sound fluent conversational wise but contextual wise they may not have it down (2) Academically they won’t be fluent until a couple years later in the language 3. Late Exit a) Kid starts off with a much higher % of academic instruction in their native language and a much lower of second language b) Lasts about 5-6 years, same idea but it’s just longer C. Transitional programs 1. Often looks like English only immersion 2. Have kids in their regular classroom only in english but then the added addition is an extra ESL pull out program a) Kid is taken out of class at x time of day, where the kid is helped in their native language while helping them learn the 2L D. Which is the best 1. Early Exit a) Better than late exit because it won’t push the student as much

to learn a new language 2. Depends on their age a) The older they get, their learning capacity for learning language diminishes, so it would depend when they started the program to determine which to use 3. It’s hard to find research that supports the english only immersion program is more effective than dual language programs a) If you’re a kid in a school system trying to learning academic content and a new language, they fall behind in school E. Cognitive Benefits of Bilingualism 1. Code switching a) When a language is spoken but then switching to another right after without hassle b) Generalizes to other types of cognitive tasks 2. Ignoring distractions that is not relevant to a particular tasks a) Struck tastes (1) When you’re presented with color words but the font it is written in is a different color (a) The color says green but the font is in yellow b) Outperform monolingual children on many other cognitive tasks (problem solving, analytical reasoning, concept formation) F. Prop 227 1. Mandates max 1 year for LEP students to receive ESL instruction to pull-out programs 2. Expection a) Parents can apply for waivers (and same native language) in school b) Have to reapply every year G. What an individual teacher can do 1. Group ELL kids with bilingual speakers a) Helps them feel a bit more comfortable b) Teacher should not reliable on this strategy, this would become marginalizing 2. Assign a peer to go over assignments 3. Let them use google translate (or some other more accurate translation device) 4. Use more visual teaching 5. Show them the assignment earlier 6. Label objects in the classroom in multiple languages 7. Using community resources available...