Hands-on Teacher’s Guide to Culture: Understanding Culture’s Role in the Behavior and Learning of ELLs
Welcome! Kay Almy, MAT Educational Specialist, TESOL A Spanish and ESL Teacher – & an ESL Mom!
Ohio licensed in Spanish and TESOL
PSI Over 30 years supporting schools & education in Ohio We do ESL!
Session Topics… Culture Shock How culture affects language acquisition & behavior. The risk of (mis)interpreting ELLs’ behavior Different cultural linguistic forms, styles of communication & body language that impact interactions & understanding Effects of Idioms on cultural communication Useful tools to help ELLs adapt to U.S. culture Tips to help ELLS become socially & academically integrated & adept
iPhone-t kérne a legtöbb gyerek karácsonyra A táblagépek és laptopok után az iPhone idén a legnépszerűbb karácsonyi ajándék az amerikai fiatalok képzeletbeli listáján. A legfrissebb kutatások szerint a 12 és 17 év közé eső gyermekek zömével iPhone-t kérnének idén a Jézuskától, de emellett viszonylag sokan vágynának valamilyen táblagépre, azon belül is első sorban iPad-re – derült ki az Ebates online vásárlással foglalkozó weboldal aktuális felméréséből. A karácsonyi kívánságokkal kapcsolatos trendek évről évre változást mutatnak: míg néhány évvel ezelőtt a hasonló korosztályúak körében főként a laptop és táblagép állt a karácsonyi kívánságok között, ma már főként a mobiltelefon kezdi átvenni a dominanciát. A kutatás aktuális eredménye azt mutatja, hogy megkérdezettek közül többnyire a lányok vágynának iPhone-ra, míg szemben a másik oldallal, a fiúknál az iPhone mellett előkelőhelyen szerepel például a PlayStation 4, vagy az új Xbox is. A kutatásról beszámoló Cnet egyébként többek között arra is felhívja a figyelmet, hogy a bár a tendencia mindig változik, általánosságban elmondható, hogy az Apple-termékek mint karácsonyi ajándékok egyre inkább a fiatalabbak körében népszerűek, az idősebb (16-18) generáció túlnyomórészt még mindig a laptopot, asztali számítógépet, vagy egyéb elektronikai eszközt kérne a fa alá.
Communication Game
What's in a gesture?
“As a student in my country, I could talk. I could express my ideas and opinions. When I came to this country I became mute.” - A second year ELL
Getting to Know Your ELLs Get to know more about each ELL The ELLs story tells a lot about how he/she learns, why he/she learns the way he/she does, and how his/her cultural views impact learning
ELL’s Point of View – Culture Shock New time concept
New customs
New language ELL MUST LEARN
New social relationships
Subject content Classroom methodology
4 STAGES of CULTURE SHOCK 1. Newness- when the ELL likes his/her new environment. 2. Dislike of the new surroundings- ELL finds faults, noticing discomforts and problems 3. Adjustment- realizing the differences that do exist; understanding and accepting them 4. Assimilation/Adaption - New self-confidence, merging of identities 14
WHY ADDRESS CULTURE SHOCK? It produces a feeling of disorientation, May manifest itself as homesickness, imagined illness or unreasonable fear Children who experience culture shock may want to remain isolated to protect themselves from an unfamiliar environment
The Solution? Help the ELL: 1. Become familiar with environment & expectations, 2. Give many different ways to experience culture 3. Be patient & understanding 4. Give time to process what he/she sees& hears 5. Let him/her share about native culture
15
KNOW THE ELLs PROFICIENCY LEVEL 3 English Proficiency Levels: 1. Beginning, 2. Intermediate 3. Advanced • At each Proficiency level: What can the ELL do? What can you expect?
TIP Identify what your ELL’s proficiency level is and how he/she learns best.
Use to determine expectations & outcomes 16
Confusing to ELLs
Words with several meanings Word order Translation from L1 to L2 Idioms Many languages have NO article or articles have a gender Native background/knowledge –Material often interpreted through ELLs cultural understanding, NOT ours Jokes can be hard to understand Passive voice
Spanish example English sentence: “He sat on the floor putting on the rough boots.
Literal translation “Sat on the floor himself he was shoeing the rough boots.”
Arabic example English sentence: “In the heart of London there is a broad square called Kensington Square.”
Literal translation “in here at London shestands square broad she-is-called Kensington Square.”
Vietnamese example English sentence: “There is no need for us to find out about his next day.”
Literal translation ”That-man-that next day about we knowing taking need-not.”
Internet Translator Example
English: Spare the rod and spoil the child, as the good book says. I'm a-laying up sin and suffering for us both, I know. He's full of the old scratch, but laws-a-me! He's my own dead sister's boy, poor thing, and I ain't got the heart to lash him somehow. Every time I let him off my conscience does hurt me so; and every time I hit him my old heart most breaks. (Mark Twains Tom Sawyer – Chapter 1)
German translation (using Google E G) : Wer die Rute schont Spile das Kind, wie das gute Buch sagt. Ich bin a-Auflegen Sünde und Leiden für uns beide, ich weiß. Er ist voll von alten Kratzer, aber Gesetze-a-me! Er ist mein eigenes toten Schwester des Jungen, das arme Ding, und ich nicht habe das Herz ihn irgendwie zu peitschen. Jedes Mal, wenn ich ihn aus meinem Gewissen tut mir so weh, und jedesmal, wenn ich ihn getroffen mein altes Herz meisten Pausen. This translation does not give the reader the same meaning that the original Mark Twain passage gives to the English reader. It is actually a vey difficult read. The underlined items are not native to the German language & would actually never be written in this format. English translation (using Babylon G E) : Who protects the rod game the child, such as the Good Book says. I am a-hang up sin and suffering for us both, I know. He is full of old scratch, but laws-a-me! It is my own dead sister of the young, the poor thing, and I don't have the heart to whips him somehow. Each time, when I take it from my conscience i am so hurt, and every time I met him my old heart most breaks.
Useful classroom tools to help ELLs adapt to U.S. culture 1. Learn their names (pronunciation!) 2. Offer one-on-one assistance 3. Post a visual daily schedule 4. Use an interpreter 5. Invite ELLs culture into the classroom (materials) 6. Label classroom objects in both languages 7. Include ELLs in a non-threatening manner 8. Involve ELLs in cooperative learning 9. Help your ELLs follow established rules 10. Use visuals 11. Physically model language 12. Be consistent and fair http://www.colorincolorado.org
Tips to help ELLS become Socially & Academically Integrated & Adept Connect Students' Background Knowledge to Content in the ELL Classroom
1. Learn about your students' backgrounds and find culturally relevant resources to teach content 2. Look for resources that go beyond the textbook that will engage students and involve them in the learning process so that they find elements they can connect to and learn from. (Art, Music, Culture Kits) 3. Use literature, stories, and folktales from other cultures as a way of encouraging students to connect what they are reading to their own experiences. 4. Use storytelling Kristina Robertson (2007)
Thank you for your participation!
Kay Almy, PSI ESL Coordinator
[email protected] 330-425-8474
800-841-4774
Sources Buduleta, Elisabeth, ESL Instructor – Brooklyn City Schools, ESL For Mainstream Teachers Colorín Colorado http://www.colorincolorado.org Hayes, Judy, ESL Teacher as Cultural Broker, http://www.everythingesl.net/inservices/crosscultural.php Iphone Hungary, http://iphonehungary.hu/2013/11/03/iphonekaracsony/
