Preparing Teachers
for Diversity
Anthony Schullo
Glenbard North High School
Adrian Perez
Bartlett High School
*http://cunysps.wordpress.com/2011/02/15/culture-and-the-beauty-of-diversity/
3
0
1.
2.
3.
4.
A. 74%
B. 26%
C. 42%
D. 15%
0%
0%
0%
2
3
0%
0
1
4
 Immigration
Act of 1965: ended all quotas.
 Immigrants today:
- Central Asia (40%)
- Asia (25%)
- Caribbean (10%)
http://salempress.com/store/samples/us_immigration_history/us_immigration_history_history.htm

Influenced by respective
cultures.
- Trends with Asian American
students.
Values complement learning.

Examples?

http://poplicks.com/2006/11/greatest-asian-american-hero.html




Fear of new language; dropping
old language.
Creation of distance from
parents.
Minorities fear that being a good
student means becoming
“White”.
Examples?
http://www.cartoonstock.com/directory/c/cultural_diversity.asp



1.
2.
3.
4.
http://www.jaha.org/edu/discovery_center/push-pull/peopling_pa01.html
History of assimilation
(conforming to the social norms).
Multi-cultural education = the
variety of strategies used to teach
students of different cultures.
The Goals:
Recognizing
Valuing
Utilizing
Linking
*Teachers respond using methods of
culturally responsive teaching*

Students must know that you care by:
- Devoting time to students
- Demonstrating interest in student’s life
- Involving all students in learning activities
http://www.uh.edu/engines/epi2513.htm


Accommodation without assimilation.
The challenge?
- Teachers must help students learn the “culture of schooling”
including: norms, procedures, and expectation for success.
- This MUST be done while honoring and valuing their home culture.
http://www.schoolbriefing.com/789/school-improvement-turning-around-low-performing-schools/
How would you build on the
diverse background of your
students?



Non-White groups referred to as
the “cultural minority”.
Urban centers referred to as
“Gateway Cities”.
The challenge: teaching students
to learn English as well as
content.
By The Numbers
Hispanics, African Americans,
and Asians- combined- make
up the majority of population
in half of the top 100 largest
cities in the United States
(Macionis, 2009).
Minority students make up
more than 90% of the student
population in Detriot, the
District of Columbia, Chicago,
Houston, and Los Angeles
(Kober, 2006).
http://blog.cleveland.com/metro/2010/05/three_cleveland_schools_lauded.html
3
0
1.
2.
3.
4.
0
A. 50 Languages
B. 120 Languages
C. 605 Languages
D. 440 Languages
0%
1
0%
0%
2
3
0%
4

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http://www.meridianschools.org/Parents/ELL/Pages/ELL.aspx
ELLs (English Language
Learners) – students whose
first language is something
other than English and need
assistant in reading, writing,
and speaking in English.
Approaches to ELL students
include:
- Bilingual maintenance
language programs
- Immersion programs
- Transition programs
- ESL (English as a Second
Language)




1968: Bilingual Education Act
1974: Lau v. Nichols
English Acquisition portion of NCLB.
Presently moving away from the preservation of
native languages.
http://en.wikipedia.org/wiki/File:No_Child_Left_Behind_Act.jpg
 Using
their first
language while
teaching English.
 Students received a
great amount of
instruction in their
native language.
 Gradually
assimilates them to
English classes.
http://www.kidactivities.net/category/DiversityMulti-Cultural-Book-List.aspx
 Emphasizes
rapid
transition to English.
 ESL is the most
popular in schools
that includes:
- Content-based ESL
OR
- Pull-out ESL
http://www.teachersofcolor.com/2009/04/incorporating-cultural-diversity-in-the-classroom/
 Maintain
their native
languages until
students acquire
skills to succeed in
an all-English
setting.
 The goal:
proficiency!
http://www.ehow.co.uk/how_7716425_address-diversity-classroom.html