• Foundations of Education for Emergent Bilinguals
  • Cover
  • Session One: Exploring My Culture and ELs Strengths
  • Session Two: Developing Understandings of Culture--Mine and My ELs
  • Session Three: Considering ELs as a Resource in My Teaching
  • Session Four: Developing Knowledge of Assets and Legal Obligations
  • Session Five: Attending to Standards and Classifications with WIDA
  • Session Six: Positioning ELs within the School Game
  • Session Seven: Promoting ELs Learning through My Learning
  • Session Eight: Celebrating and Presenting My Learning
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  • Translations
  • LA 2.5: Articulating Classroom Issues of Cultural Misinterpretation

    • LA 2.5: Articulating Classroom Issues of Cultural Misinterpretation

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    Learning Outcome Pedagogical Intent Student Position

    Interpret the historical context of diversity and discrimination and evaluate how it impacts current practices.

    Assessment: 25 pts.

    TA: 40 Minutes

    Teachers can use new vocabulary in meaningful and relevant ways to have a group discussion about issues of cultural misinterpretation in their classrooms.

    		 Students have read the articles on culture, and used the vocabulary to discuss different issues of culture in their classrooms. They have also watched a video on cultural misinterpretations.  They are now prepared to participate in a group discussion on cultural misinterpretations using new vocabulary.

    Instructions

    1. Watch video segment 2.1, which focuses on Cultural Misinterpretations. Take notes on the viewing guide.
    2. You will now be given 10 minutes to discuss what they learned about cultural misinterpretations from the video segment (VS 2.1) using the vocabulary terms from the interactive glossary (HW 1.3). As you discuss the video segment, think about teaching experiences you have had, times when you have misinterpreted student behavior, or times when you gained new understanding about the home life, background or culture of your student that surprised you. Think about how your students bring their culture with them (just as you do) when they come into class and consider this in your discussion.
    3. A designated person at each table will keep a record of the vocabulary terms used on the score card each word can be scored a maximum of three times.  Words must be used correctly in a sentence.   
    4. After the discussion, the facilitor will invite the class to participate in a shower of ideas. 

    This content is provided to you freely by EdTech Books.

    Access it online or download it at https://edtechbooks.org/bilingual_education/la_2.5.