KEAN UNIVERSITY UNION, NEW JERSEY
FALL 2009
THE MULTICULTURAL LEARNER IN DIVERSE SETTINGS
Course Number: SPED 2200
Semester Hours: 3
Prerequisite: ID 2051
Corequisite: SPED 2120 (Petition Required)
Limitation on Enrollment: 30
Required: Dual Majors in Teacher of Students with Disabilities and P-3; K-5; K-5 & 5-8; and K-12 Teacher Certification Candidate Majors
Catalog Description: Characteristics of the diverse learners in multicultural settings will be emphasized, along with strategies to meet the needs of bilingual and minority populations. Culture and climate will be explored in urban settings.
N.B. In order to ensure full class participation, any students with a disabling condition requiring special accommodations (e.g., tape recorders, special adaptive equipment, special note-taking, or test-taking procedures) will be strongly encouraged to contact the professor at the beginning of the course. For the student’s convenience, both the professor’s office hours and telephone number will be listed on the syllabus. 2
KEAN UNIVERSITY Union, New Jersey The Multicultural Learner in Diverse Settings
I. Course Objectives
Students will achieve growth toward becoming informed, dynamic professionals, as evidenced by demonstration of proficiencies in knowledge, skill application, and dispositions needed to meet the needs of students in multicultural settings. Students will learn classroom strategies to meet the needs of bilingual, culturally diverse, and minority students in all settings, with emphasis placed on the climate in urban schools. Students will:
A. Develop a working definition of multicultural education, which recognizes and respects student diversity (K)
B. Recognize differences between cultural assimilation and cultural pluralism, along with impact of each on cultural groups (K, S)
C. Explore origins and roots of diversity of various cultural groups (K)
D. Evaluate family needs and how to effectively collaborate and communicate with families of diverse students (K, S, D)
E. Identify relationship between learning styles and culture (K, S)
F. Describe a classroom environment which is culturally relevant and exhibits respect for all students (K)
G. Demonstrate how to develop lessons which recognize and validate diverse cultures (K, S)
H. Analyze best practices to teach second language learners in the classroom (K, S, D)
I. Evaluate effective approaches to educate minority students in urban settings (K, S, D)
J. Explore issues surrounding identification and instruction of students with special needs from culturally diverse groups (K, S, D) 3
K. Formulate a framework and philosophy to effectively teach all students in diverse settings (K, S, D)
II. Course Content
A. Definition of multicultural education
1. Historical review 2. Core values 3. Defining culture 4. Need for multicultural education 5. Definition of multicultural education
B. Cultural assimilation vs. cultural pluralism
1. Melting pot phenomenon 2. Validation of cultural differences 3. Impact of assimilation a. Conflicting values b. Self-esteem 4. Environmental influences 5. School’s role in validating differences
C. Roots of diversity
1. Differences between culture and race 2. Sources of cultural diversity 3. Origins of specific cultural groups a. European Americans b. Jewish Americans c. African Americans d. Asian Americans e. Native Americans 4. Stereotypes and prejudices
D. Family needs
1. Unique cultural characteristics 2. Involving and educating families 3. Barriers to communication 4. Parent involvement programs a. Families as volunteers 4
b. Conferences c. Parent advisory councils
5. Parent attitude toward disability a. Communications b. Collaboration to meet needs of child
E. Learning style and culture
1. Defining learning style 2. Determining learning style a. Inventories b. Perceptual modalities c. Field independent vs. field dependent d. Structure e. Social structure 3. Culture and learning style 4. Teaching style vs. student learning style
F. Classroom environment
1. Infusion across the curriculum 2. Creating classroom communities 3. Managing conflict 4. Experiential and mastery learning 5. Implementing curriculum a. Total school environment b. Evaluating existing curriculum c. Recognizing need for curricular change
G. Developing lessons
1. Goals a. Understanding historical perspectives b. Incorporating cultural roots c. Developing cultural consciousness d. Developing intercultural competence e. Overcoming racism, sexism, prejudice, and discrimination f. Global perspectives 2. Thematic units 3. Multicultural activities 5
H. Second language learners
1. Inherent needs 2. Social language vs. academic language 3. Typologies of bilingual education a. Assimilationist model b. Pluralistic model c. ESL pullout d. Content based ESL or sheltered instruction e. Early exit bilingual education f. Developmental bilingual education g. Two way bilingual language education 4. Instruction in specific subjects and challenges
I. Urban settings
1. Unique needs of urban schools 2. Desegregation in urban settings 3. Teacher expectations 4. Fostering positive interracial communication 5. Barriers in urban schools a. Curricular materials b. Facilities c. Funding d. Student conflict
J. Students with special needs
1. Over classification of minority and culturally diverse students 2. Culturally responsive assessment and instruction 3. Effective instruction 4. Family perceptions of disability 5. Effective individual educational programs
K. Framework and philosophy
1. Teacher professionalism 2. Schools and centers of inquiry 3. Self-assessment 4. Professional growth 6
III. Methods of Instruction
A. Teacher presentation and classroom instruction
B. Cooperative groups
C. Audiovisual/multimedia presentations
D. Teacher modeling
E. Simulation and role play
IV. Methods of Evaluation
A. Written assessments (K, S, D)
B. Paper on characteristics of specific cultural/racial group and how to meet the needs of students form that group (K, S, D)
C. Written analysis of classroom and curricular materials to determine cultural relevance (K, S, D)
D. Written description and presentation of a lesson to meet the needs of diverse cultural groups (K, S, D)
V. Suggested Text
Tiedt, L.T. & TiedtI.M. (2010). Multicultural teaching: A handbook of activities, information, and resources. (8th ed.). Boston, MA: Allyn & Bacon. 7 Classic and Seminal Works
Barnes, C. A. (2002). Standards reform in high poverty schools: Managing conflicts and building capacity. New York, NY: Teacher’s College Press.
Boyd, F. B., Brook, C. H., & Rozendal, M. S. (2004). Multicultural and multilingual literacy and language: Contexts and practices. Port Chester, NY: National Professional Resources.
Bray, M., Brown, A., & Green, T. D. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press.
Brice, A., & Roseberry-McKibbin, C. (2001). Choice of languages in instruction: One language or two? Teaching Exceptional Children, 33(4), 10-17.
Canino, I. A., & Spurlock, J. (2000). Culturally diverse children and adolescents. (2nd ed.). Port Chester, NY; National Professional Resources.
Cortes, C. E. (2002). The making and remaking of a multiculturalist. New York, NY: Teacher’s College Press.
Cuban, L. (2004). Meeting challenges in urban schools. Educational Leadership, 61(7), 64-69.
Educational Resource Information Center. (2003). What we know about culture and learning. Arlington, VA: ERC.
Gaitan, C. D. (2004). Involving latino families in schools: Raising student achievement through home-school partnerships. Thousand Oaks, CA: Corwin Press.
Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York, NY: Teacher’s College Press.
Gorski, P. (2001). Transforming self to transform schools. Multicultural Philosophy Series. Retrieved 11/11/04 from: http://www.mhhe.com/socscience/education/multi/philosophy/3divide.html.
Guastello, E. F. (2004). A village of learners. Educational Leadership, 61(8), 79-83.
Harriott, W. A., & Martin, S. S. (2004). Using culturally responsive activities to promote social competence and classroom community. Teaching Exceptional Children, 37(1), 48-55.
Herrell, A. L. (2002). Fifty strategies for teaching english language learners. Alexandria, VA: Association of Supervision and Curriculum Development. Hosp, J. L., & Reschly, D. J. (2004). Disproportionate representation of minority students in special education: Academics, demographics, and economic predictors. Exceptional Children, 70(2), 167-184.
Jesness, J. (2004). Teaching English language learners K-12: A quick start guide for the new teacher. Thousand Oaks, CA: Corwin Press.
Lachat, M. A. (2004). Standards-based instruction and assessment for english language learners. Thousand Oaks, CA: Corwin Press.
Lai, Y., & Ishiyama, F. I. (2004). Involvement of immigrant chinese canadian mothers of children with disabilities. Exceptional Children, 71(1), 97-108.
Manning, M. L., & Baruth, L. G. (2004). Multicultural education of children and adolescents. (4th ed.). Boston, MA: Pearson.
Miller, S. P. (2002). Validated practices for teaching students with diverse needs and abilities. Boston, MA: Allyn & Bacon.
Montgomery, W. (2001). Creating culturally responsive inclusive classrooms. Teaching Exceptional Children, 33(4), 4-9.
Moses, M. S. (2002). Embracing race: Why we need race conscious education policy. New York, NY: Teacher’s College Press.
Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York, NY: Teacher’s College Press.
Salend, S. J. (2004). Fostering inclusive values in children: What families can do. Teaching Exceptional Children, 37(1), 64-69.
Shealy, M. W. (2003). A review of Cheryl A. Utley and Festus Obiakor’s special education multicultural education and school reform: Components of quality education for learners with mild disabilities. Remedial and Special Education, 24(4), 254.
Shields, C. M. (2004). Creating a community of difference. Educational Leadership, 61(7), 38-41.
Sobel, D. M., Taylor, S. V., & Anderson, R. E. (2003). Shared accountability: Encouraging diversity-responsive teaching in inclusive contexts. Teaching Exceptional Children, 35(6), 46-54.
Sleeter, C. (2001). Culture, difference, and power. New York, NY: Teacher’s College Press. Valdes, G. (2001). Learning and not learning english: Latino students in american schools. New York, NY: Teacher’s College Press.
Vavrus, M. (2002). Transforming the multicultural education of teachers: Theory, research and practice. New York, NY: Teacher’s College Press.
Non-Print
Color-blind: Fighting racism in schools. VHS #JCE11483. Princeton, NJ: Films for the Humanities and Sciences.
Cultural bias in education. VHS #JCE3205. Princeton, NJ: Films for the Humanities and Sciences.
Gusman, J. (2004). Differentiated instruction and the English language learner: Best practices to use with your students K-12. (VHS). Port Chester, NY: National Professional Resources.
Hispanic education at the crossroads. VHS#JCE7989. Princeton, NJ: Films for the Humanities and Sciences.
Respecting diversity in the classroom. VHS#JCE8639. Princeton, NJ: Films for the Humanities and Sciences.
Unequal education. VHS#JCE5049. Princeton, NJ: Films for the Humanities and Sciences.
World Wide Web
Celebrating Our Diversity: Global Classroom Project: www.globalclassroom.org/Cod.html
Lesson Plans for South Pacific Island Units: www.k12.hi.us/~wanakamu/lessons.htm
Multicultural Education Index: www.gse.uci.edu/ed1 24online/database/124dbtopics.html
Multicultural Pavillion: Resources and dialogues for equity in education: www.Edchange.org/multicultural/
National Association for Bilingual Education: www.mabe.org/
National Association for Multicultural Education: www.nameorg.org
National Indian Education Association: www.niea.org
San Juan College Special Subjects: www.sjc.cc.mn.us/pages/1640.asp
TEAMS: Multicultural Educational Resources: www.prel.org/teams/multicultural~ed.asp Professional Bibliography
Anyon, Jean. Radical Possibilities: Public Policy. Urban Education and a New Social Movement. Routledge. 2005
August, D. and Timothy Shanahan, eds. Developing Literacy in Second Language Learners: Report of the Naational Litertacy Panel on Language Minority Youth and Children: Erlbaum. 2006
Books, Sue. Ed. Invisible Children in the Society and Its Schools. 3rd ed. Erlbaum, 2007.
Center for Applied Linguistics. Guiding Principles for Dual Language Education. CAL. 2005
Darling-Hammond, Linda and John Bransford, eds. Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. Jossey-Bass, 2005
Derman-Sparks, Louise and Patricia Ramsey. What IF All the Kids Are White? Anti-Bias Multicultural Education with Young Children and Families. Teachers College Press. 2006
Garcia, Eugene E. Teaching and Learning in Two Languages: Bilingualism and Schooling in the United States. Teachers College Press 2005
Garcia, Eugene E. Teaching and Learning in Two Languages: Bilingualism and Schooling in the United States. Teachers College Press, 2005
Genishi, Celia and Ann Haas Dyson, Children, Language, and Literacy: Diverse Learners in Diverse Times. Teachers College Press, 2009
Harry, Beth and Janette Klingner. Why Are So Many Minority Students in Special Education?
Howard, Gary. We Can’t Teach What We Don’t Know: White Teachers in Multriracial Schools. 2nd ed. Teachers College Press, 2007
Nieto, Sonia. Affirming Diversity: The Sociopolitical Context of Multicultural Education. Allyn & Bacon. 2004
Portes, P. Dismantling Educational Inequality: A Cultural –Historical Approach to Closing the Achievement Gap. Peter Lang, 2005
Sleeter, Christine and Carl Grant. Making Choices for Multicultural Education: Five Approaches to Race, Class, and Gender. Wiley 2007
Spring, Joel. Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States. 5th ed. McGraw-Hill, 2006