Transcript Cultural Awareness/ELL PowerPoint

Cultural Awareness
Reaching Out and Welcoming Second
Language Learners and Their Families
Arkansas Department of Education
Special Education Unit
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OVERVIEW
Explore different cultural perspectives to
everyday early childhood situations, and
gain information about establishing
rapport with families from culturally and
linguistically diverse backgrounds.
Paraprofessional Competencies
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Examine their own unique cultural life ways.
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Recognize how their cultural life ways impact
their perspective to everyday situations.
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Recognize differences between their cultural
life ways and those of families from culturally
and linguistically diverse backgrounds.
Paraprofessional Competencies (Continued)
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Identify everyday situations in early childhood
settings that can result in contrasting
perspectives between professionals and
families.
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Establish and maintain rapport with culturally
and linguistically diverse families.
Paraprofessional Competencies
(Continued)
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Effectively use interpreters to communicate
with non-English speaking families
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Identify strategies for preventing and
resolving conflicts with families.
KEY CONCEPTS
Life Ways
Culture
Cultural Continuum
Ethnocentrism
Family
Rapport
Interpreter
Translator
Working with Interpreters
Differences in Child Rearing
Dialogue vs. Argument
“It Starts With Me”
Section 1
Activity 1
Family Name Exercise
CULTURE
Culture is the pool of rules, beliefs,
and values by which a group’s
members conceptually order the
objects and events in their lives in
order to operate in a manner
acceptable to its members.
CULTURE SHAPES:
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The way we think
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The way we interact
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(Behavior)
The way we communicate
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(Cognition)
(Language)
The way we transmit knowledge to the next
generation
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(Education)
Collier, 1988
LIFE WAYS
Life ways consist of family’s:
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Courtesies
Beliefs
Cultural customs
Values
Practices
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Manners of Interacting
Roles
Relationships
Language
Expected Behaviors
Activity 2
My Family of Origin Cultural Life Way Map
Handout 1
Activity 3
My Cultural Life Ways
Part I and II
Handout 2
Page 1 and 2
QUESTIONS TO CONSIDER:
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How many of the rituals followed in your family of
origin do you continue to follow in your own family?
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How many have been blended or eliminated?
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What insights did you gain by doing this exercise?
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What surprised you?
“NEIGHBORS”
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What kind of neighborhood is depicted
on the video?
What values are reflected in the
neighborhood?
How was the “Mime” family portrayed?
In what ways could the “Mime” family
overcome the resistance exhibited by
their neighbors?
Video
“NEIGHBORS”
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What kind of neighborhood is depicted
on the video?
What values are reflected in the
neighborhood?
How was the “Mime” family portrayed?
In what ways could the “Mime” family
overcome the resistance exhibited by
their neighbors?
Contrasting Perspectives
Section II
CONTRASTING PERSPECTIVES
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Purpose:
In this activity, participants explore
different perspectives to everyday early
childhood situations and discuss the
values and beliefs that impact these
perspectives.
CONTRASTING PERSPECTIVES
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Outcomes:
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Recognize differences between their
cultural life ways and those of families from
culturally and linguistically diverse
backgrounds.
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Identify everyday situations in early
childhood settings that can result in
contrasting perspectives between
professionals and families.
“Without a culture we cannot see,
but with a culture we are forever
blind.”
Irving, 1986
What do you think he is trying to
say?
Activity 4
Others’ Cultural Life Ways Maps
Use Handout 2
Activity 5
Contrasting Perspectives
Differences and Similarities
Handout 3
Video
Diversity-Contrasting Perspectives
Handout 4
Anais Nin Stated:
“We don’t see things as
they are, we see them
as WE are.”
“If someone listens, reaches out a
hand, says a kind word, or attempts
to understand, extraordinary things
begin to happen.”
Loretta Girzartis
Family Connections
Section III
FAMILY CONNECTIONS
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Purpose:
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In this activity, participants will gain
information about how to communicate
effectively and respectfully with a family given
the family’s unique style and linguistic needs.
FAMILY CONNECTIONS
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Outcomes:
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Identify the basic elements of successful
communications and demonstrate conversation
techniques that convey respect of and build
understanding with culturally and linguistically diverse
families.
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Effectively use interpreters to communicate with nonEnglish speaking families.
Rapport
A mutual feeling of trust and understanding.
Because it is culturally defined, it is nearly
impossible to describe. Rapport is an
ongoing process that varies from day to day.
Project Ta-Kos, 1994
Activity 6
Elements of Successful
Communication
Handout 5
Page 1 & 2
Activity 7
Create a Script
Handout 6
Page 1-3
Communication Helpers and Blockers
Handout 7
Ten Ways to Make Families Feel
Included
Handout 8
1. Create a welcoming environment.
2. Make any meeting a 2-way exchange.
3. Reflect families home language and culture in
your program.
4. Consider the family’s needs not just the child’s.
5. Identify the decision-maker in the family.
6. Create parent education and support programs.
7. Find staff and administrators from families’
cultural, ethnic, and racial backgrounds.
8. Communicate regularly with parents.
9. If you need an interpreter, get one.
10. Make it your goal to provide culturally
responsive care.
Helping Parents Talk About Differences
Be available
Be informative
Be receptive
Develop listening skills
Figure out problems
together
Sort out the root of the
problem
Don’t assume quiet
parents don’t have
issues
Handout 9
Ten Questions to Ask When you
Disagree with a Family’s Practice
Handout 10
The Role of Interpreters
Section IV
Activity 8
CONVERSATIONS FOR THREE
1. Role of Interpreters
2. Simulation of Interpreting Process
3. Challenges to the Interpreting Process
Video
Conversations for Three
Handout 11
WORKING EFFECTIVELY WITH
INTERPRETERS
1. Planning
2. Interacting
3. Reflecting
GUIDELINES FOR WORKING
WITH THE INTERPRETER
Preparation
Interaction
Reflection
Handout 12 & 13
AT&T LANGUAGE LINE SERVICES
1-800-752-0093
IDEAS TO
EXTEND PRACTICE
Brainstorm Time
Handout 14
• Share handouts with co-worker.
• Set up an interpreter training in my program.
• Consciously practice complementing the
communication dance of families.
• Add things to my program that help Hispanic/Spanish
speaking families feel more welcome.
• Identify interpreters available in my community.
• Continue to explore and reflect on my own cultural
beliefs and values
• Practice respecting the cultural values and beliefs of
others, even if I don’t agree with them.
Post Test
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Trainers
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Susie Branon
Schaun Brown
Sandi Campbell
Linda Quinn
Charlotte Pittman
Caroline Lee
Branch
Virginia Halcrombe
Pam Satterfield
AR Dept. of Education
AR River Ed Co-op
NLR School District
Crowley Ridge Ed Co-op
LR School District
Southside/Bee
Parent
Pathfinders