EDU 222 B, Exploration in Diverse
Cultures,
May 2007, E. Johnson and P. Jones
Course Description: Provides theory and practice in understanding and appreciating diverse cultures. Cultural contents such as family structures; life cycles; roles and interpersonal relationships; discipline; time and space; religion; food; health and hygiene; history, traditions and holidays; social cultural style, response style, linguistic style, etc. will be studied and looked at in terms of how they influence schooling and learning. Includes use of ethnographic methods to document learning.
Required
Text: readings will be provided by the instructors.
Purpose of the Course: This course is designed for you to gain insights into the cultures of linguistic and culturally diverse groups in the United States in relation to your own culture. Students will be immersed in a host culture whose native language is not English. The immersion will include working (teaching and service) and socialization in multiple settings. It will provide students with opportunities to become familiar with the sociocultural factors that affect schooling and learning of diverse student populations.
Course Objectives and Expected Outcomes: (Goals from Berry College Model of Teacher Education follow in the parentheses). Upon completion of the course, students will be able to:
1. reflect on how their background may impact their relationship with people of diverse cultural and linguistic background and how that background may influence teaching and learning outcomes (16, 11)
2. formulate a personal philosophy with respect to the role of the teacher in serving culturally and linguistically diverse student populations (11, 15, 16)
3. understand and appreciate information about a minority group's contemporary lifestyle in the United States
4. develop interpersonal skills needed for encouraging harmony between minority and mainstream cultural groups (14, 15)
5. reflect on the teacher's role in working with families and multicultural communities and fostering parent involvement in education; specifically ways to communicate with parents of children from diverse backgrounds (6d, 16)
6. observe/begin creating culturally responsive curriculum and strategies (1b, c; 8a)
7. develop understanding and affirmation of the unique linguistic, cultural, and schooling practices that their children bring into the classroom (16)
8. become aware of the differences and similarities of his/her cultural and schooling background from those of other groups without making judgment on superiority or inferiority of either one (6d, e; 15d, 16)
9. participate in service learning experiences that promote caring inquiries similar to those experienced in teaching (6e)
11. develop verbal and nonverbal skills to communicate to people who do not speak English (9a)
Expected Outcomes: Students will
1. write
a journal describing techniques for language development assessment,
interpersonal effectiveness and teaching students whose linguistic and cultural
origins are not English.
2. describe the effects of culture shock on your self-esteem and self-efficacy.
4. describe the history, social influences, leisure habits and demography of Dalton's Hispanic population.
5. observe/assist/teach in English as a second language classes
6. participate in service learning activities involving linguistic diverse families and their communities. Document these community services with ethnographic research tools: detailed field notes from participant-observation, community walk, home visit and transcripts of interviews.
7. conduct ethnographic interviews of parents and other community members about their lives in their home country and in the United States, their cultural practices which include family, schooling and educational expectations.
8. engage in critical examination of the overt and covert manifestations of your culture and those of the culture you are immersed in and how these cultural manifestations impact learning and motivation.
10. describe in detail one specific lesson (in any content area) that you would develop to accommodate the needs of ESOL students and facilitate their learning.
11. submit a 5-10 page Maymester paper which includes your cross-cultural experience, your reflections about the experience, and your action plan to create a culturally responsive classroom informed by your experience. Use quotes from readings as well as field notes, journals, and interview quotes to contextualize your assertions.
12. participate in all the induction seminars (8 hours) to be held prior to the immersion
13. complete all assigned readings and quizzes or writing assignments in response to issues raised in the readings.
Instructional Methods:
Observation, direct experience, reading, discussing, lecture, presentation, participant-observation
in family and community life, observation in ESOL classes.
Attendance Policy: Students will be expected to attend all orientation classes before the
immersion, as well as remaining at the Dalton site and participating fully for the entire
immersion period (3 pm Sunday to 1 pm the following Sunday).
Statement for Students with Disabilities:
It
is your responsibility to notify me of your special needs, including allergies,
medical conditions, and dietary restrictions that will be an issue for the host
families. Reasonable accommodations will
be made through the Academic Support Center or otherwise.
Course Assignments and Grading:
10% Response to readings (Completing reading guides with accuracy)
10% Degree and quality of interaction in seminars with classmates and professors, at Berry and in Dalton (Rubrics: Thorough & Justified)
10% Degree and quality of interaction in seminars with host families and community in Dalton (Rubrics: Thorough & Justified)
10% Degree and quality of interaction with students and teachers at the International Academy in Dalton (Rubrics: Thorough & Justified)
40% Cultural notebook. Will include an essay, a daily reflection journal on your experiences, and a detailed daily schedule for the entire 1-week immersion experience
20% Description of lesson for ESOL students (Includes lesson plan, observation and reflection on lesson) [Rubric: Thorough]
There will be no plus/minus grading.
90-100 = A
80-89 = B
70-79 = C
60-69 = D
<60 = F
Class Schedule
1) Tues., Jan. 23, 6-9 pm: Discussion and hw on readings (on Hispanic Immigrants in Dalton)
2) Tues., Feb. 6, 6-9 pm: Discussion and hw on readings (on local educational policies)
3) Tues., Feb. 27, 6-9 pm: Discussion and hw on readings (on working with immigrant children)
4) Tues., Mar. 13, 6-9 pm: Discussion and quiz/hw on readings (on how to do ethnography)
5) Tues., Mar. 27, 6-9 pm: Homework night in Dalton
May 6-13 in Dalton, from 3 pm Sunday May 6 through 1 pm Sunday May 13 (please note that this is Mother’s Day and plan accordingly). Daily: class meetings, ESOL class work (M-F), dinner and evening/ weekend activities as a group. Also: field trips, neighborhood walk.
Contact Information
Dr. Ellen Johnson Mr. Phil Jones
Evans 233C, 368-5638 Intl Academy at Blue Ridge
Office hours: MWF 9-10, 11-1; TH 9-9:30 School: (706) 876-4150
ejohnson@berry.edu Office: (706) 876-4150
Cell: 706-506-3626 Cell: (706) 264-2965
http://fsweb.berry.edu/academic/hass/ejohnson phil.jones@dalton.k12.ga.us