Childhood Teacher Education Practices Preparing Culturally and Linguistically Responsive Teachers to Work with Diverse Young Children and their Families Sylvia Y Sanchez Ed D ID: 332442
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Slide1
Intentional and Transformative Early Childhood Teacher Education Practices:
Preparing
Culturally
and
Linguistically Responsive Teachers
to
Work
with
Diverse Young Children
and their
Families
Sylvia Y. Sanchez, Ed. D.
George Mason University
ssanche2@gmu.edu
October 25, 2013
Erikson Institute, Chicago Slide2
Who are Our Children?Population of children entering school who are growing up with two languages has grown by 40% in last decade (Garcia & Jensen, 2009)
American schools are educating approximately 11 million children of immigrants
About 5.5 million students, 10 percent of public school enrollment, speak little to no
EnglishSlide3
Who Are Our Children?75% of DLLs are Spanish-speakers and live in poverty (García, O., Kleifgen, J.A. & Falchi, L., 2008)
59% of Latino DLLs drop out of high school, while 15% of Latinos proficient in English drop out of high school (Fry, 2003)
In some parts of the country more than 50% of the PreK population come from non-English-speaking
homes
Children of color are the majority of students enrolled in all of the largest 5 school districts (National Center for Education Statistics, 2000) Slide4
Who Are The Teachers?Increase in the diversity of the children can be juxtaposed with the decreasing diversity found in the teaching pool (
Becket, 1998; Henke, Choy, Gies, & Broughman, 1996
)
Low
enrollment of individuals from diverse racial and ethnic backgrounds in Colleges of Education (Campbell-Whatley, 2003; Sleeter, 2001
)
Dearth
of faculty members from under-represented populations in institutions of higher education (American Council on Education and the Education Commission of the States, 1988
)
Low
numbers
alert
us to the lack of
representation in teacher education between
individual practitioners, the higher education faculty pool, and the children and families they
serve Slide5
What We Know? Preservice teachers enter programs with biases and assumptions about children and families with cultures and languages different from their own and a limited understanding of
diversity
(Sanchez & Thorp, 2008, 2009, 2010; Kidd
, Sánchez, & Thorp,
2001, 2002a, 2002b,
2004a, 2004b,
2005,2008;
Sleeter, 2001
).
Attitudes and beliefs contribute to how preservice teachers perceive their students’ diversity and influence their
teaching
practices
(Thorp & Sanchez, 2006; Lazar
, 2001).
It is possible for teachers with cultures different from their students to provide effective instruction when they approach teaching in a way that is responsive to the cultural and linguistic diversity of their
students
(Au & Kawakami, 1994). Slide6
What do we know about Teacher Preparation and Diversity?Teacher preparation program experiences have limited effects on preservice teachers’ knowledge and beliefs about cultural diversity
(Cochran-Smith, Davis, & Fries, 2004
)
Current
approaches to coursework designed to promote multicultural education have little impact on preservice teachers
(Cochran-Smith, 2003; Vavrus, 2002
).
There are a limited but growing number of studies that provide evidence of program experiences that appear to be making a difference
(Lenski, Crawford, Crumpler, & Stallworth, 2005).Slide7
Teacher On Educating All Children“If we are to successfully educate all of our children, we must work to remove the blinders built
by
stereotypes, monocultural instructional methodologies, ignorance, social distance, biased research, and racism”
(Preservice Teacher
)Slide8
Who are Culturally and Linguistically Responsive Teachers (CLRT)CLRTs use the cultural knowledge, prior experiences, frames of reference, and performance styles
of ethnically diverse students to make learning encounters move relevant to and effective for them. They
teach to and through the strengths
of these students. Their teaching is
culturally validating and affirming
. (Gay, 2000) Slide9
Revised Head Start Multicultural Principles
Every
individual is rooted in their culture and
language
;
Every
individual has the right to maintain his or
her own
identity while acquiring the skills required
to function
in a diverse society; and
Effective
programs for children who speak
languages
other than English require development
of the first language while the acquisition of English is facilitated.Slide10
Considerations for Teacher Educators and TrainersAccept the challenge to analyze and discuss controversial and difficult
issues
Engage
in a process of self-study and critical
reflection
Commit to the idea of infusing the voices of diverse families and communities in the instructional
arena
Reach out to potential Allies and establish new collaborations
Recruit
and
support diverse
faculty and
trainers
Commit to the recruitment of a diverse practitioner
pool
Embrace developmental adult learning principles
Rethink
our comfortable
knowledgebase and area of expertise,
and learn new
content (Sánchez & Thorp, 2007)Slide11
From the field: CECER-DLL RecommendationsNeed for new critical conceptual framework based on sociocultural, political, and historical perspectives
Examining research based on deficit model, what are children and families lacking
Comparison research methodology leads to assumptions, deficiencies, misinterpretations and biased conclusions
Need for critical examination of policies and practices that are often based on the perception that DLL and their families have few or no strengths
Critically examine research on DLLs’ language and literacy developmentSlide12
Current Review of LiteratureCastro, D. C., García
, E. E., &
Markos
, A. M.
(
2013). Dual language learners:
Research informing
policy. Chapel Hill:
The
University
of
North Carolina,
Frank
Porter
Graham Child Development
Institute, Center
for Early
Care
and
Education—Dual
Language Learners.
http://cecerdll.fpg.unc.edu/sites/cecerdll.fpg.unc.edu/files/imce/documents/%
232961_ResearchInformPolicyPaper.pdf
http://
cecerdll.fpg.unc.eduSlide13
Findings from Comprehensive Review of Research on DLLs: Language and Literature Development Finding: DLLs have two separate language systems from very early in life; the two languages influence each other, and DLLs are not negatively impacted from exposure to and use of two languages in early developmental years—in fact, there are many advantages associated with bilingualism Slide14
Second Key Finding: Language and Literacy Development Finding: Development of DLLs skill levels in the two languages vary depending on when they were exposed to each language and opportunities to use both languagesSlide15
Third Key Finding: Language and Literacy DevelopmentFinding: When compared to monolinguals, DLLs’ language and literacy development differs in some important ways:
--Phonological abilities: Infants are behind monolinguals, but make significant progress during preschool years and reach same skill level as monolingual English speaking peers during early grades
--While DLLs’ vocabulary in their individual languages are smaller than monolinguals, when conceptual vocabularies in both language are combined DLLs’ vocabularies in both languages are often equal to monolinguals.
Slide16
Fourth Key Finding: Language and Literacy DevelopmentFinding: With respect to overall
literacy development
, evidence suggests that DLLs enter preschool with literacy skills in English that are lower than those of monolinguals
.
More research needed on the specific factors that influence dual language developmentSlide17
Findings from Comprehensive Review of Research: Second Language AcquisitionFrom four bodies of work: foreign language education, child language research, sociocultural studies, and psycholinguistics
Studies involved wide range: Infants to adults
Finding:
Evidence suggest that strong home literacy practices in first language (L1) and strong L1 skills are characteristics of successful L2 acquisition experienceSlide18
Key Finding: L2 AcquisitionFinding: Effective teachers of English language learners are proficient in their students’ first language
When this finding is applied to ECE setting with children developing dual language and literacy abilities, effective teachers and caregivers know and use all the languages of their young learners.Slide19
Key Finding: L2 Acquisition
Finding:
Younger learners typically take longer to become proficient in a second language
Correlates to review by Hammer and colleagues: While DLLs are developing two languages from birth to age 5, they may need additional time to reach proficiency in their two languagesSlide20
Findings: Cognitive and Social Benefits of Being BilingualEnhanced ability to control their attention in nonverbal and linguistics tasks
, such as math problem solving and use of vocabulary with meaning
Enhanced access to
working memory
; inhibiting one language while using the other increases the efficiency of working memory
Advanced abilities to problem solve, ex.
Executive control functions
like planning, rule acquisition, abstract thinking, and cognitive flexibilitySlide21
Findings: Cognitive and Social Benefits of Being BilingualAdvantages related to
creative and divergent thinking and symbolic reasoning
, ex math and science.
Metalinguistic awareness, cognitive flexibility and executive functions
(Bialystok et al, 2005; Barac & Bialystok, 2013)Slide22
Knowledge, Skills and DispositionsWhere do we start with preparation of early care and education practitioners?Slide23
Culture is the LensWe All have a Culture and it is the Lens Through which We See the WorldMeaning and Dimensions of Culture
Critical Reflection in the Examination of Issues of Language and Culture
Role of Home Language and the Interrelationship between Language and CultureSlide24
Intentionality of Purpose Examine and discuss difficult or controversial
issues as
they surface, particularly issues of race, class, power, privilege, and institutional barriers to change
Learn directly from the voices of the families and community, not about them
Ensure face
to face contact in diverse communities
Recruit
and support a diverse teaching pool
Encourage a
process of
critical reflection
and
self awareness
Emphasize dialogue
for critical
reflectionSlide25
Transformative Power of Stories: Changing Hearts and MindsSlide26
Power of StoriesStories are
“A vehicle for representing ourselves to others”
(Gay, 2000)
“Important tool for proclaiming ourselves as cultural beings”
(Dyson &
Geneshi
, 1994, p. 4)Slide27
Power of StoriesStories “frame
the accounts of our cultural origins and our most cherished beliefs” (p. Bruner, 1996, p. 40)
“People’s narratives and stories are important in truly understanding their experiences”
(Ladson-Billings, 1999, p. 219).Slide28
We are our StoriesTo a great extent we are the stories we tell, and our memories of personal experiences are what give us a history and a sense of who we are--past, present, and future.
~Susan Engel (1994). The stories children tell.Slide29
Family Stories: Home Visits, Photos and Artifacts Entering the family's space with wonderment
How did this family get to be in this place at this time?
What is their immigration story?
What is their courtship story?
Who is in the family?
What is their language story?
What are their hopes and dreams for their children?
Slide30
Family Stories: AssignmentsStory BoxLanguage StoryEarly Childhood Memories
Dilemmas
Dialogue Journal
Home Visits
Storytelling of Family Story and Reflecting on own story
See Handout for descriptions of some assignments for Birth-3
rd
grade coursesSlide31
Assignment: Autobiographical Language Story
Assignment for Infant and Toddler Course:
In a separate section in your journal, write at least nine journal entries that focus on your language story and your reflections on language and literacy development. Use your stories to help you focus and examine (a) language and literacy practices at your internship site (
required)
, (b) language and literacy development, language use, traditions/practices that emerge as you gather your focus family story (
required
), (c) your use of language, especially with the infants and toddlers and the families that you work with, (d) some of the challenges that you face in your interactions with diverse communities, (e) why certain class readings, issues, and topics related to language and literacy cause a pleasant or intense reaction in you, (f) and/or your own family's interaction style, both verbal and nonverbal. Write about the events, myths, and/or history that you remember or were told about your life as an infant and toddler as well as other personal stories that are pertinent to the topics.
Purpose
The purpose of the language story is to provide you with an opportunity to think and write critically about the beliefs, values and assumptions you hold about language and literacy development, to connect these views with your sociocultural history and memories, and to reflect on the language and literacy experiences you are encountering at your site and with your focus family. It is expected that the increased awareness of the views you bring to your work with diverse infants and toddlers and their families will help you understand the choices you make in your practices and the expectations you have for the children.
Slide32
Assignment: Autobiographical Language Story
Assignment Continues:
Format
As
this is a semester long teacher research project, create a section within your journal that is clearly labeled/tagged and includes the pages of your autobiographical language story. This section will expand as you add your stories and reflections. In each reflection, you should include (a) a brief description of the context or situation upon which you are reflecting, (b) your thoughts and reactions to and about the situation, (c) the story that comes up for you, and (d) your thoughts about how the story/experiences impacted your views and assumptions. At the end of the semester, re-read your entries and include an overall reflection about what you learned about yourself, language and literacy development, your assumptions about language and literacy that impacted your work as an early interventionist, and insights about language and literacy impacted by this semester's experiences, including coursework. I will be reading your developing work as you submit your journal.
Criteria for Evaluation
1. The nine reflections meet the guidelines outlined above.
2. Substantive thought, reactions, and ideas are evident in the reflections.
3. Various key personal and internship stories and dilemmas are included in reflections, including reactions to meeting with focus family for the first time.
4. Issues of inequity, power, and authority are examined.
5. Understanding of self is the primary basis for language
storySlide33
Family Stories: Book Making & StorytellingDigital Storytelling: Child Development Children’s Books on Songs, Folktales, Routines, Special Events, etc
Family Story Oral Storytelling
Learning Book
All About Me: At School, Home, With my friends, in the Playground
Family Photo Album Slide34
Family Stories: Videos to Challenge Assumptions and Foster Understanding of Diverse Communities Slide35
Family Stories: Videos to Focus on Sociocultural Context and LossSlide36
Finding Allies and Building CoalitionsYou can’t do this work alone; reach out and identify allies National Coalition Building Institute (
http://www.ncbi.org
/
)
Community organizations, higher education institutions, special interest groups in professional associations, community members
Own institutionSlide37
It Starts With YouWhat Works
What Does Not Work
Aware of own cultural lens
Critical Self-Reflection
Direct experience in and with diverse communities
Engagement through dialogue
Learn from diverse families, not about them
Be willing to make mistakes
Assume developmental approach to adult learning
Training session on ‘Cultural Competence’
Isolation
Always wanting to be comfortableSlide38
ConclusionAlthough by the end of the program most of the interns developed culturally responsive dispositions and
teaching practices, their
journeys differed considerably.
Their stories revealed that interactions among readings about issues of race, culture, and poverty; internships at diverse sites; interactions with families; critical reflection; and dialogue and discussion contributed to their current attitudes, beliefs, and
teaching
practices.Slide39
ConclusionInterns shared many of these pivotal
experiences, however, how
they interacted
and responded to the experiences varied
among the interns.
Therefore, it is important for teacher educators to provide ongoing opportunities for developing culturally
and linguistically responsive
dispositions and teaching practices throughout
the
entire teacher preparation program.
Furthermore, issues of race,
language and culture
, poverty, and social justice must be an ongoing focus of these experiences. Slide40
ResourcesTraining Material and Videos: Im
, J., Osborn, C., Sánchez, S. Y., & Thorp, E. K. (2007).
Cradling literacy: Building early language and literacy in young children birth to five
. Washington, DC: ZERO TO THREE Press. ISBN:
9781934019009
Research Articles:
Maude, S., Catlett, C., Moore, S., Sánchez, S. Y., Thorp, E. K., &
Corso
, R. (2010). Infusing diversity constructs in
preservice
teacher preparation: The impact of a systematic faculty development strategy.
Infants & Young Children
,
23
(2), 103-121.
Kidd, J. K., Sánchez, S. Y., & Thorp, E. K. (2008).
Defining moments: Developing culturally responsive dispositions and teaching practices in early childhood
preservice
teachers.
Teaching and Teacher Education, 24
(2), 316-329.
(Authors are listed in alphabetical order representing equal contribution
)
Kidd, J. K., Sánchez, S. Y., & Thorp, E. K. (2005). Cracking the challenge of changing dispositions: Changing hearts and minds through stories, narratives, and direct cultural interactions
.
Journal of Early Childhood Teacher Education, 26
(4), 347-359. (Authors are listed in alphabetical order representing equal contribution)
Kidd, J. K., Sánchez, S. Y., & Thorp, E. K. (2004). Gathering family stories: Facilitating
preservice
teachers’ cultural awareness and responsiveness.
Action in Teacher Education, 26
(1), 64-73
.
(Authors are listed in alphabetical order representing equal contribution).
Sánchez, S. Y. (1999). Learning from the stories of culturally and linguistically diverse families and communities: A
sociohistorical
lens.
Remedial and Special Education, 20
(6), 351-359.