Contributed by:
It describes the four components of cultural proficiency:
1. The Continuum
2. The Essential Elements
3. The Guiding Principles
4. The Barriers
1.
Cultural Diversity
Understanding our differences through an
examination of the Karen Tribes People.
University of Alberta
EDPY 413
Cheryl Law, Sephora Sookram
& Meagan Fleming
2.
Activity: Tell a Story as a
A few volunteers will stand in a line at the
front of the class to tell a story.
The first person will begin the story by
stating one sentence.
The next person will continue the same story
with another sentence.
The story will continue in this manner.
A fun twist:
◦ No one can use any words with the letters i, s or n.
)Arias, 2008(
3.
Cultural Proficiency
“A way of being that allows individuals and
organizations to interact effectively with people
who differ from them” (Robins, Lindsey, Lindsey
& Terrell, 2006, p. 2)
Cultural proficiency model “is proactive,
provides tools that can be used in any setting”
Has a behavioural focus
Can be used for both organizations and
individuals (Robins et al., 2006).
It is the policies and practices and values and
behaviours of organizations and individuals that
allow for effective interactions.
4.
Cultural Proficiency
The culture promotes inclusiveness and
institutionalizes processes for learning about
differences and for responding appropriately to
differences.
Educators need to welcome and create
opportunities to better understand who they are as
individuals.
It is important to learn how to interact positively
with people who differ from yourself.
Remember that becoming culturally proficient takes
time: time to think, reflect, decide and change.
Begin by reflecting on your school and your own
individual understandings and values.
5.
Cultural Proficiency
4 Components
1. The Continuum
2. The Essential Elements
3. The Guiding Principles
4. The Barriers
6.
The Continuum
1. Cultural destructiveness
See the difference, stomp it out.
2. Cultural incapacity
See the difference, make it wrong
3. Cultural blindness
See the difference, act like you don’t
4. Cultural pre-competence
See the difference, respond inadequately
5. Cultural competence
See the difference, understand the difference that difference makes
6. Cultural proficiency
See the difference and respond effectively in a variety of environments
)Robins et al., 2006(
7.
The Elements
Addressing the Differences
◦ Assess the culture and name the differences
◦ Value diversity by claiming the differences
◦ Manage the dynamics of difference
◦ Adapt to diversity and train about differences
◦ Institutionalize cultural knowledge and allow
change for the differences
8.
The Guiding Principles
1. Culture is a prevalent force.
2. People are served in varying degrees by
the dominant culture.
3. People have group identities that they
want to have acknowledged.
4. There is diversity between cultures and
within cultures.
5. Respect the unique needs of every culture.
9.
The Barriers
The presumption of entitlement
◦ All that you have you deserve by virtue of your
merit alone
Systems of oppression
◦ Examples include: racism, sexism, ageism
◦ Perpetuates domination and victimization
Unawareness of the need to adapt
◦ Believing that others need to change but you do
not
10.
What is Culture?
Can you define culture?
In small groups, brainstorm ideas and agree
upon a definition of culture.
11.
Culture is…
“the set of common beliefs and practices
that a person shares with a group” (Robins
et al., 2006)
All about Groupness
Cultural identity is how people recognize
where they belong
12.
You vs. Your Students
Think about how your culture differs from
the cultures of your students.
Culture determines how you interact with
your students and react to things that
happen in the classroom.
It is important to reflect upon and be aware
of your cultural biases and differences.
13.
You vs. Your Students
We often think that people in non-dominant
cultures should change and learn the ways
of the dominant culture.
We must acknowledge differences and
expect to learn from other cultures and
expect that these cultures will learn from
us.
We need to try to adapt and adjust to
differences between cultures.
It’s all about compromise!
14.
What is Diversity?
Think about the different cultures and
sources of diversity in your classrooms.
What kinds of diversity do you encounter in
your classroom?
15.
Diversity is …
Three sources of diversity
1. demographic characteristic
culture, ethnicity, language, age, gender, social class,
religion
2. personal characteristics
age, gender, communication style, economic background,
personality
3. abilities and skills
social and technical
(Johnson & Johnson, 2009, pp.443-444)
16.
Diversity Daisy
On the petal, write something that is unique about yourself. In
the interior, work with your group to write about similarities
between the group members.
17.
Refugee Students in Edmonton’s
Classrooms
18.
Who are the Karen Tribes
(Picture of Karen working in a rice field, Microsoft Corporation, 2005).
The Karen Tribe people are an ethnic minority in Burma, that
now consist of one of Thailand’s largest refugee groups.
19.
(Burma Map, Google Maps
Canada, 2008).
Burma, also known as Myanmar is a land of about 35 million
people in Southeast Asia (Background Note: Burma, 2008).
The population of Burma has a diversity of cultures and
ethnicities.
The largest group is of course the Burmans, but it is also home for
the Kachins, Chins, Mons, Karenni, Shans, Arakanese, and Karen
(Background Note: Burma, 2008).
20.
Why are the Karen
Burma has had one of the longest-running civil wars
in world history (Bowles, 1998).
Decades of military conflict and genocide in Burma
has transformed the Karen people, as well as other
cultures into refugees (Binkley, D. & M., 2007).
The Karen Tribe, a usually peaceful people, fight for
their own state, own political rule and their own
ethnic identity (Buadaeng, 2007).
21.
What Teachers Need to Know
About Karen Students and
Teachers need an understanding of Karen Tribal
Culture:
Traditions, Beliefs and Religion
Education
The difficult adaptation to life in Canada
22.
Karen Tribe People
Karen Groups and Sub
Groups
The Karen are a Burmese hill-tribe
people (McGill, 2007).
There are four divisions of culture
in the Karen Tribe.
The two main tribal cultures are
Sgaw and Pwo Karen.
Sgaw Karen are the largest group
of the four.
The two smaller groups (only 1%
of Thai Karen population) are the
Pa O and Kavgah
.)Lewis, E. & P, 1984(
(Karen Tribe, Classroom Clipart, 2007)
23.
Religion, Celebration and
Buddha, Cardinal Photo, 2008
24.
Religion, Celebration and
The Karen people are:
◦ very spiritual and believe in many myths.
◦ superstitious and believe that everything is
connected to a spirit (Sudhamongkol, n.d.).
The Karen people believe:
◦ things they say or do have consequences and
they are fearfully aware of their actions
(Sudhamongkol, n.d.).
◦ babies do not have souls until they invite a spirit
to present the soul to the child, where they then
secure the soul by tying string around the babies’
wrists (Lewis, E. & P, 1984).
25.
Religion, Celebration and
Traditional Gods:
◦ “Lord of Land and Water” who owned the entire
contents of the earth
◦ “Crop Grandmother” who watches over their
fields
The Karen tribe will offer meat and pray at
shrines for the blessing of rice in their fields
.)Lewis, E. & P, 1984(
26.
Religion, Celebration and
Karen core religions:
1. Buddhism (believe in Karma)
2. Animism (where they believe that animals
and plants also have spirits)
3. Christianity (Increasing, about 30%)
.)Lewis, E. & P, 1984(
27.
Social Relationships
The Karen Tribe is very
hospitable
Karen that live in their
own homes, mainly live
with a nuclear family
Marriage is stable,
divorce is low
Polygamy is prohibited
Members often use
nicknames when referring
to one another.
.)Anderson, 1993(
In the Karen language
there are no first or last
names
.)Allott et al., 2007(
(Elder and Young Karen, Mekong, 2008).
28.
In Myanmar:
◦ “35% of secondary school-
aged children are enrolled in
school…”
◦ “69% of children enrolled in
the first grade at school go
on to reach grade five”
.)Mortimer, 2004(
In refugee camps:
◦ 2/3 of Karen have some type
of education, at least
elementary
◦ 1/3 had no education at all
◦ There is a high drop out rate
in refugee schools due to:
overcrowding,
lack of materials and
lack of job opportunities
.)Allott et al., 2007(
(Children in Classroom at Burmese Refugee Camp
in Thailand, Kindersley & Robertson, n.d.).
29.
Students are facing problems because the
Thai government only allows minimum
refugee assistance from the United Nations.
Special needs are essentially ignored
◦ Teachers have no special needs training
Educational influence from Thai and
western cultures
Transition to Canadian schools can be
overwhelming
30.
Karen Refugees
(Some Camp Houses Images, Binkley, 2005).
31.
Coming to Canada
Characteristics of Karen refugees sent to
Canada:
◦ Many are single-parent women
◦ Women who may have been sexually or violently
abused
◦ Those not accepted in society
◦ Those who have family problems
◦ Refugees that were on opposing political sides
◦ Those in need of medical or psychological
expertise
◦ Ethnic minorities abused in camps
◦ Those who have family in Canada
◦ In 2006, Canada began selecting Karen refugees.
.)Backgrounder, Group Resettlement to Canada, 2006(
32.
Refugees in Canada
(Karen Refugee Family Citizenship and Immigration Canada, 2007).
33.
Living in Canada
Karen refugees have difficulty adjusting to
life in Canada after living in refugee camps
Thailand did not let refugees find
employment
◦ Many will begin their very first jobs when entering
Canada.
Karen refugees need to learn about banks,
climate, food and technology.
.)Binkley, D. & M., 2007(
Organizations offer orientations to life in
Canada
34.
Communicating with Karen
Tribe Members
“ Avoid walking in front of others. Go behind those who are seated, or ask first and apologize.”
“If you accidentally pick up something belonging to another person, apologize”
“When Karen invite you to eat with them, refuse first. If they ask you repeatedly, accept, but
do so gently”
)Allott et al., 2007(
As teachers,we must also realize that cultures use words with different meanings. For
example, unlike other Asian groups who rarely say “no,” the Karen often say “no” as a way of
being modest.
They will also never show anger or any negative emotion because it is believed to be
disgraceful.
35.
Manners, Habits and
“The Karen are a reticent, even shy people, and many will be
surprised and perhaps worried by directness of speech, voice
levels, and body language.”
“With the Karen, a quiet, low-key style of communication works
best, peppered with lots of reassuring and friendly smiles.”
“It is generally not good to approach issues too directly or
straight forwardly, and it is good to re-ask a question to which
no answer has yet been received, perhaps in different ways.”
“When a Karen folds his arms in front of him while talking to
you, it is a sign of respect, not aggression or defensiveness.”
“In general, the Karen like to be very self-reliant and to pursue
an independent lifestyle within their own culturally close-knit
communities.”
)Allot et al., 2007(
36.
Manners, Habits and
“ If a Karen is offered something, he or she may be
reluctant to take it, even if the item is needed.”
“Persevere gently. Karen do not like to boast or put
themselves forward. They also do not like to
complain.”
“In Karen families, males are generally the heads
of household.”
“It is good to be aware of the age and gender
conventions when dealing with families, especially
if it is easier—but not necessarily more tactful—to
communicate with younger family members who
may have more English.”
.)Allott et al., 2007(
37.
Welcome the Karen Tribe
to Your Classroom
38.
What are the Implications for
Consider CULTURE and LANGUAGE
together… and separately!
What do teachers need to know to help
these learners feel comfortable in the
classroom?
What do teachers need to know to help
these learners learn English?
Expect overlap!
39.
The Intercultural
Interculturalism entails:
◦ Living cultural experiences
◦ Taking responsibility for more than “acceptance”
Allows us to better examine our own
individual and collective identities
40.
Creating a Culturally
Sensitive Classroom
Physical Appearance
◦ Seat the student next to another student who
speaks the L1
Note: Karen languages differ from Tibeto-Burman
languages but use Thai or Burmese scripts
Many words are borrowed from the Thai, Burmese, Mon,
& Shan cultures
2 main languages: Sgaw and Pwo not mutually
intelligible!
◦ Recognition of students’ names
Name Quilt or Name Snake
Practice pronouncing names
41.
Creating a Culturally
Sensitive Classroom
Physical Appearance cont.
◦ Display a map of the world and have students plot
where they are from (natively or ancestrally)
◦ Translate signs and labels into L1
◦ Literacy Play Centres (Handout)
42.
Creating a Culturally
Sensitive Classroom
Rules and Procedures
◦ Ideal: translate list of rules and announcements
◦ Non-verbal classroom management
Ex: Planned ignoring, proximity interference, signal
interference
◦ Establish a cue
Ex: Hand raised, squeaky hammer, clapping sequence
◦ Demonstrate procedures
◦ Assign partners rotating classroom responsibilities
Ex: Clean the fish tank, tidy the bookshelves
43.
Creating a Culturally
Sensitive Classroom
Community of Learners
◦ Karen desire for harmony
◦ Positive attitude towards cultural and linguistic
diversity
Ex: Introduce student as “a speaker of x who is learning
English,” encourage use of L1 orally and in print
◦ Bilingual partners & Peer tutors
Give specific responsibilities and recognition to partners
and tutors
May involve peer note-taking
◦ Suggest ways other students can help
Ex: School tour, learning some L1 expressions
44.
Creating a Culturally
Sensitive Classroom
Structure of Learning Activities
◦ Respect students may wish to work alone
◦ Cooperative learning activities
Group brainstorming
Think-pair-share
Learning Teams
Jigsaw
◦ Dr. Marcia Tate’s Brain-based Strategies (Handout)
Music!
◦ Increase wait and activity time
45.
Creating a Culturally
Sensitive Classroom
Teaching Global Understanding
◦ Real life stories by students
◦ Guest speakers: family members and elders
May also bring in cultural artifacts “Culture Table”
◦ Show & Tell of cultural artifacts
◦ Calendar of cultural celebrations
Ex: Mark and celebrate the Karen New Year (Nee Saw Ko)
and Karen National Day (February 11)
46.
Creating a Culturally
Sensitive Classroom
Multilingual reading materials?
Children’s Literature
◦ Canada
O Canada by Ted Harrison
(I Like the Seasons!) What Happens in Winter? by Sara L. Latta
◦ Family Diversity
The Family Book by Todd Parr
◦ Social & Cultural Issues
Karenni by Anne Johnson
The Cat from Kosovo by Mary-Jane Hampton
The Sandwich by Ian Wallace
If the World were a Village: A Book About the World’s People by
David J. Smith
◦ Folktales
The Rice Fairy: Karen Stories from Southeast Asia by Edward
Norman Harris
The Flying Canoe by Roch Carrier
47.
Second Language Learning
We have already explored two of the L2
learning principles:
◦ “A supportive environment is key to learning a
second language.”
AND
◦ “In and of itself, language can be a source of
satisfaction and delight.”
What are the others? We will use the
principles as a framework (ESL K-9 Guide)
48.
Principles and their
“Language and concepts are developed
together.”
Implication: Teachers embed English
language learning within a meaningful
context
Yay!! This is what content-area teachers do
everyday
Think social studies, science, mathematics,
art, etc.
Now think about how to create a content
class that is language-sensitive…
49.
Principles and their
“Language must be adjusted so the student
can understand what is being
communicated.”
Implication: Teachers must modify instruction
and assignments in content areas Goal is
Comprehensible Input and Output
◦ Gestures
◦ Realia
◦ Key visuals
◦ Graphic Organizers
50.
Principles and their
Clear directions
◦ Keep brief, emphasize key words, speak slowly
◦ Deliver in +1 modality
◦ Accompanying handouts
◦ Assignment models
Build vocabulary (still to come)
Note: Cooperative learning and meaningful
context
51.
Principles and their
Lesson plan = Content objectives +
language objectives
◦ Consider reading, writing, listening, and speaking
demands of lesson
◦ Consult TESOL Standards to help develop
language objectives
◦ Many students will be at the Beginning English
Language Proficiency Level: Limited or no
understanding of English
Assignment modifications
Illustrative example =
52.
Principles and their
“Students learn more effectively when they
use language for a purpose. Language is
learned through social interaction.”
Implication: Teachers ensure their
meaningful context includes opportunities
for interaction
◦ Note: Cooperative learning
◦ Conversational strategies
Ex: How to seek clarification, express an opinion,
indicate disagreement (Handout)
53.
Principles and their
“Focus is on meaning versus form.”
Implication: Teachers explicitly teach key
vocabulary (in context)
◦ What words to choose? Words that are high-utility,
relevant to the lesson, and relevant to home life
Ex: “was,” “eggs,” “grocery store”
High-frequency word lists
54.
Principles and their
Activities to develop vocabulary:
◦ Mini-lessons
◦ Word walls
◦ Portable word walls (Ring or file folder to practise
reading and use in writing)
◦ Picture dictionaries
◦ Word Study Activities
◦ Word Posters, Word maps, Dramatizing words, Word
sorts
◦ Shared reading
◦ Interactive read-alouds
◦ Buddy reading
55.
Principles and their
“Second language learning builds on
previous knowledge and experience.”
Implication: Teachers must support the
continual development of the L1
◦ Encourage use of L1 in classroom
◦ Make self and world connections
◦ Picture dictionaries
◦ Work with parents to retain L1 at home
56.
Principles and their
“Language skills develop gradually.”
Implication: Teachers must be patient and
avoid self-doubt
◦ BICS (Basic Interpersonal Communication Skills)
may take up to 2 years
◦ CALP (Cognitive Academic Language Proficiency)
may take 5-7 years… if literate in L1
◦ Set goals (adapted)
◦ Receptive vocabulary develops faster than
expressive vocabulary
◦ Know you are making a difference!
57.
Karen Languages
The Karen languages are very different
from English
There are few translators to help refugees
overcome the language barrier when
coming to Canada
◦ The Karen are not a large group of people
◦ Differences within the Karen languages
Listen to their language at: http://www.
metacafe.
com/watch/1043970/amazing_grace_in_the_karen_languag
e/---amazing
58.
Looking Closer at Karen
Only 1 syllable and 6 tones tones denote meaning
◦ Ex: maà – máa – mâa – ma’
Implication: Many English sounds do not exist
◦ Final consonants (hat)
◦ Final vowels (pie)
◦ No vowels (sky)
Different grammar
◦ verbs are not conjugated
◦ adjectives may not exist
BUT Sentence structure = Subject + Verb + Object
Use “classifiers”
◦ Ex: “Three leaves” = “Leaves three pieces”
So what does this mean for teachers?
59.
Developing Literacy
Concepts about the alphabet Letter
knowledge
Handwriting
Phonemic awareness
Phonics skills
Grammar
Burmese-English dictionaries
(Presentation: Literacy Instruction for Div.
1).
60.
Your Support Network
Websites:
◦ Refugees from Burma: Their Backgrounds and
Refugee Experiences http://www.cal.
org/co/pdffiles/refugeesfromburma.pdf
◦ Karen Website http://www.karen.org/
◦ YOU MUST CHECK THESE OUT!
61.
Your Support Network
Educational Documents: ESL K-9 Guide to
Implementation, TESOL Standards
EDPY 413 Course Textbook: 50 Strategies
for Teaching English Language Learners (3rd
ed.) by Adrienne L. Herrell & Michael Jordan
Local Organizations: Edmonton Public,
ELSSC (English Language Support Services
Centre), Edmonton Catholic Schools ESL
Centre, & EMCN (Edmonton Mennonite
Centre for Newcomers)
62.
Me & My M & Ms
I have always liked M & M’s.
The most diverse multicultural integrated candy in the world.
You have your red ones, your yellow ones, your orange ones,
your brown ones, and your green ones, (and the newest blue ones).
All in one package, all co-existing Together
One color doesn’t think that it is superior to the other.
One color doesn’t discriminate against the other.
All colors are the same size, shape, and weight.
All colors look different on the outside,
but have the same ingredients on the inside.
M & M’s all have the same flavor,
and they all taste G-o-o-o-d.
Not all M & M’s are perfect though, some have Nuts!!!
In the real world we call them racists, and bigots.
Would it be nice if like M & M’s our prejudices,
melted into the abyss like chocolate melts in our mouth?
And all people were judged by what was inside,
rather than the color you see on the outside???
If candy can be prejudice free WHY CAN’T WE???
63.
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