Cultural & Linguistic Diversity
Creating Inclusive Reading Classrooms
CLASS AGENDA
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Blackboard Update & Student Questions
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Humor
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Vocabulary Game
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Reading: Cultural and Linguistic Diversity
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Culturally Responsive Teaching: Deficit vs. Capital
Code-Switching
Sheltered Observation Instruction Protocol
(Sheltering & Scaffolding)
Daily Dose of Humor
Vocabulary Game:
Synonyms
1)
2)
3)
4)
5)
6)
Create a “Word Wall” via PowerPoint or overhead slides
Volunteer starts the game by coming forward
With volunteer turned away or eyes covered, teacher chooses
a word from word wall (the class can see the word)
Going student-by-student or the ‘popcorn’ method, each
student in class must give a one-word synonym to the chosen
word
Volunteer looks at word wall to ‘guess’ word from
clues/synonyms
Last student to have given clue/synonym takes place of first
volunteer
Warm Up

Beginning/Warm-up Activity:
Think about—and consider sharing—a situation in
which you felt like a cultural‘outsider.’
Think about:
- What was the context?
- How did being an ‘outsider’ feel to you?
- What problems, funny situations, embarrassing situations, etc. arose from not
knowing the ‘rules’ of the culture in which you found yourself ?
- How might you have fared in schools in that setting?
Warm Up

What “tools” could have helped you NOT feel like an
outsider (especially tools regarding communication)?
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These ‘tools’ are what we are trying to teach students who
are trying to read and learn in your content area—both
native English speakers and those learning English.

Many students feel like ‘outsiders’ in content area classes; they feel
as if the content and the way it is expressed (written and described
in texts) is foreign and incomprehensible.
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“I’m no good at math”
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“I don’t get poetry”
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“Science words don’t make sense”
Deficits vs. Funds
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There are two major theories regarding cultural difference in
the classroom: Deficit Theory and Funds of Knowledge
Theory
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Both relate to reading
The theory you have and/or assume will largely determine:
a)
How much you respect your students and they respect you in return;
b)
How much effort you will give to helping them succeed in reading and
beyond;
c)
The tools and approaches you use to help them understand new
vocabulary, syntax, etc.
d)
Your overall happiness in your job as a teacher.
Deficit Theory
Deficit Theory: The idea that the lower achievement in schools is
due to a problem with the student and/or her/his culture rather
than considering the role of the school itself, instructional practices,
organizational structures, societal inequities, etc.
Metaphor: think about what it means to have a deficit in one's bank
account.
This model sees diversity (in all of its manifestations) as
hindrances to learning
Deficit Theory in the Classroom
“Antoine probably won’t understand Romeo and Juliet because
it’s so different from his culture. He’s from the inner city; what
would he know about Shakespeare, rivalries, impossible love?”
“I’ve got all of these kids [in my 9th grade algebra class] that have no
clue about using math to solve problems. All they’re interested in is
sports and music.”
Teaching poetry to inner city kids? You’ve gotta be kidding! They don’t even
read well. They’ve never been exposed to poetry.
I’m trying to teach 9th grade physical science in _____ high school. Talk
about impossible; these kids have no prior knowledge to build on.”
Cultural Capital & Funds
of Knowledge
The term “capital” is often synonymous with money (capital
goods, capital expenditures, etc.). Cultural Capital is the kind
of capital one has from being in and knowing about the rules
of specific cultural groups.
The term cultural capital refers to non-financial social assets that promote social
mobility beyond economic means. Examples can include education, intellect, style
of speech, dress, or physical appearance.
QUESTION: What forms of cultural capital work in your favor in your home
culture and within our society at large?
Cultural Capital & Funds
of Knowledge
“Cultural Capital” is largely synonymous with “Funds of Knowledge”
(especially in academic/educational settings).
Funds of Knowledge: The belief that
all students come to school with valuable
knowledge, abilities, and sets of
information not in spite of their cultural
backgrounds but because of them!
Cultural &
Constructed
Knowledge
What are some of your “funds of knowledge” that might
translate into a) helping you understand new concepts and
b) help teachers tailor information to your knowledge?
Activity: Ordeal by Cheque
In small groups or with a partner, read the Vanity Fair piece
“Ordeal by Cheque” (handout) and come up with a viable
interpretation of the story.
While ‘interpreting’ the text, make a literal note of the kinds of prior
knowledge (funds of knowledge/cultural capital) a reader needs to make sense
of the piece.
- Ask yourself how this reading is analogous to the experiences some students face when
trying to understand English (language) and content-specific texts.
Funds of Knowledge
What “funds of knowledge” did you use to understand the “Ordeal by Check” activity?
Finding and Using Funds
of Knowledge
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Acknowledging students’ differences and recognizing
that they bring unique forms of ‘capital’ to our
classrooms is good but it is NOT ENOUGH!
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Our goal as teachers must be to help students make
connections (analogies) to the content.
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
We must assist them in connecting prior knowledge—
which all students have—to our content
We must find culturally appropriate reference points
(analogies) to help them build new knowledge
Finding and Using Funds
of Knowledge
Based upon your content area,
brainstorm how you might a)
discover students’ respective
funds of knowledge and b)
tailor/differentiate some of
your lessons to help use these
funds of knowledge.
Consider the following cultures or
groups:
Inner city poor neighborhood
Recent Russian immigrant
Vietnamese immigrant
First-generation Mexican (itinerant)
Chinese (2nd generation)
Middle class white student
Cuban immigrant (recent)
Pakistani
Southern, rural farming
Youth culture
CulturallyResponsive Learning
Watch the Following Short Videos. While doing so, think
about how each represents specific cultural approaches to
learning.*
Try to imagine ways that we, as teachers, can borrow from
these examples in our own classes to be more culturallyrelevant?
This is not to suggest that we ‘imitate’ or parody other cultures; rather, it is
to show that learning and teaching are diverse. To reach our students, we
must not rely solely upon the white western model we experienced in schools.
* Some strong, “offensive” language in videos; views expressed in videos do not necessarily represent the views of the
College of Education and Human Services, the University of North Florida, or the Professor.
CulturallyResponsive Learning
Watch the Following Short Videos. While doing so,
think about how each represents specific cultural
approaches to learning.
Presidential Address
Gospel Preaching
Highway Safety - Fear!
Lecture from Hell
Catholic Mass
Urban Comedy
Academic Speech
CulturallyResponsive Learning
Which of these approaches is most closely aligned with most
classroom content delivery?
Which examples did you most enjoy and why?
Why do educators rely upon one at the expense of all others?
THE POINT: Always try to think of ways to connect content—and
the format of the texts you use—to students’ prior knowledge (and
realize that their prior knowledge may not be “academic” in nature
but that it is still relevant to learning).
CulturallyResponsive Learning
Teaching
ENGLISH LANGUAGE LEARNERS
ESOL: Steps
Teachers Can Take
Helping English Language Learners
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Label items in classroom
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Simplify language when possible OR repeat what you have said using
more simplistic language (or have a student(s) repeat your directions)
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Group work/collaborative learning (including in reading)
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Sheltered instruction (example to follow)
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Use a variety of instructional methods and materials, and assessment
practices
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Allow some content area readings in native language occasionally or as
supplement (if permissible in state/district)
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Weigh costs/benefits of content learning vs. English-only
SOIP
Create and use graphic
organizers with whole
class, especially those
that employ visuals, key
vocabulary, etc.
Sheltered Instruction Observation Protocol
SIOP
Link new material to
students' background
experiences and
knowledge
Emphasize key
Clearly state learning
vocabulary terms before objectives (give students
reading
a roadmap to follow)
Activities for students
to apply knowledge
Use speech appropriate
to students' language
abilities
Scaffold learning
(labeling, multiple
language definitions,
etc.)
Questions from various
orders (lower to higher)
Conscious use of wait
time (more for ELL
students)
Review key vocabulary
after reading
Frequent student
Grouping students
interaction and studentteacher interaction
Pacing appropriate to
needs and to students'
language ability
Please refer to Vacca, Vacca, and Mraz, 2010, p. 75 for more specific information on SIOP
Activity: Reading Poetry
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If you know Spanish, you should participate (and even
help your neighbor) but DO NOT give answers to
others in the class.
Read the Following Poem
Puedo escribir los versos más tristes esta noche.
Escribir, por ejemplo: "La noche está estrellada,
y tiritan, azules, los astros, a lo lejos."
El viento de la noche gira en el cielo y canta.
You have two minutes.
Puedo escribir los versos más tristes esta noche.
Yo la quise, y a veces ella también me quiso.
En las noches como esta la tuve entre mis brazos.
La besé tantas veces bajo el cielo infinito.
Ella me quiso, a veces yo también la quería.
Cómo no haber amado sus grandes ojos fijos.
Puedo escribir los versos más tristes esta noche.
Quiz
1)
What is the title of the poem (en inglés)?
2)
What is the poem about?
3)
Who is the speaker?
4)
What is the ‘tone’ of the poem?
5)
What is the rhyme scheme of the poem?
Neruda: Quiz
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Watch the video while listening to the
poem.
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http://www.youtube.com/watch?v=8YFxgEp2O6c
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How does the video help “scaffold” meaning for English
speakers who are attempting to read the poem?
Sheltered Instruction: Puedo Escribir los
Versos más Tristes Esta Noche
Supplement the Texts You
Use (especially textbooks)
There is a wealth of supplemental texts for the various content areas that
are presented in ways that help English language learners. Graphic texts
model effective TESOL strategies!
Graphic Texts
Multiple Texts: Intensive
vs. Extensive reading
Culture, Reading, Success
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Why Culturally Relevant
Reading is Important
ESOL:
Steps Teachers Can
Take
Classroom Artifacts: Respecting Other Cultures
ESOL:
Steps Teachers Can
Take
Classroom Artifacts: Respecting Other Cultures
ESOL:
Steps Teachers Can
Take
Classroom Artifacts: Respecting Other Cultures