1. creation of equal educational opprotunities for students from diverse racial, ethnic, social-class, and cultural groups;
2. acquisition of knowledge, attitudes, and skills needed to function effectively in a pluralistic democratic societs; and
3. interaction, negotiation, and communication with peoples from diverse groups in order to create a civic and moral community that works for the common good.

-As future teachers it is essential...develop greater multicultural sensistivity and awareness because their classrooms will increasingly reflect the multicultural, multilingual nature of our diverse society. (pg 4)

-The negative reaction to cultural div. creates an unhealthy social dynamic with both dominant and subordinate cultures competing for economic, social, and political power. Teachers must encourage all students to understand that cultural diversity means that societal groups coexist in harmony.

-The classroom enviroment...place where children learn to become more tolerant individuals.

-Multicultural curriculum should

• create a classroom atmosphere of equal opprotunity
• crate an atmosphere of cultural div. and positive attitutudes for people from all backgrounds and cultures.
• Est. a nonthreatening atmosphere for learning so that students can explore creative activities and succeed in school.
• encourage students to become more culturally literate.

Chapter 2-Culture in the Classroom

-By learning about students' cultures, the classroom teacher can provide better instruction because learning styles are directly related to cultural values. If teachers are aware of the values that individual cultures hold dear, they will be better equpped to reach and teach the diverse children in today's multicultural classrooms.(pg. 12)

-the reference  to culture implies the learned behavior patterns and attitudes of people in their societies.

-ethnicity-refers to the sense of belonging to a cultural group.

-stereotyping-happens when false and exaggerated characteristics of a group are attributed to the individual.

-sociotyping-involves an accurate generalization about cultural groups as a whole.

-ethnocentric-presuming that one's culture, race, ways of life, and nations form the center of the world.

-Culture=Language

• Edward Sapir believe that culture determines the contents of human actions and thoughts, which language formulates them.
• proponets of multicultural educ. believe that lang. and culture and intertwines...lang. skills and cultural backgrounds should be reflected in school curriculum.

Chapter 3-Language and Culture

Assumptions about Culture...

1. is universal. All people have culture, therefore, share in a common humanity.
2. is organized. There is coherence and structure among the patterns of human behavior.
3. is stable, yet changeable. It is dynamic and manifests continuous and constant change.

Chapter 4-"American Values"

-The U.S. is a country with tremendous diversity as a result of the influx of immigrants...who bring their cutural traits to their new country.

-Regional diversity is very influential.

-Mainstream values are pervasive, all regions share the same gov't, educ., and econ., system and receive the same mass media exposure.

-...acculturation takes place and a degree of "Americanization" occurs.

-values stem from historical, political, and religious beliefs...

Chapter 5-Culture Shock

-culture shock-refers to a removal or distortion of many of of the familiar cues a person encounters at home and the substitution of them for other cues which are strange.

-can have physical symptoms

Stages of:

1. Honeymoon stage
2. Hostile or agressive stage
3. Recovery
4. Adjustment

-Teachers can help students overcome culture shoch by understanding the symptoms, embracing multiculturalism, incorporating the home culture into daily lessons, reaching out to the families, and making positive parental contact.

Chapter 6-Verbal Communication

-Cultural differences can interfere with student participation within classroom activities

• each culture has its own rules about when and how to speak and what to speak about.

-People from some cultures value "high involvement" conversational patterns, whereas others might follow a "high-considerateness" pattern

• "high-involvement" cultures tend to talk and interrupt more, expect and are not bothered by interuptions, speak louder and quicker
• "high-considerateness" cultures speak one at a time, do not interrupt, listen politely, nod, show interest, etc.

-Directness vs. indirectness in speech

• In American culture directness is valued but can vary regionally.
• Indirectness is vauled by Asian, Latin American, and Native American cultures

-By being aware of ingrained cultural conversational patterns, the teacher can better control classroom disscussion and verbal interactions

High and Low Context Cultures (HC and LC)

• HC communication or message is one in which most of the info is either in physical context or internalized in ther person;very little is in the coded, explicit, transmitted part of the message.
• LC communication is just the opposite;the mass of the info is vested in the explicit code.
• In HC cultures ppl do not have to speak very much, and they know what is others mean, think, and expect...is static and customs are long lived, and unified.
• In LC cultures ppl need to be very specific, explain expectations, go overboard in training because the culture is fast changing...is unstable, and changing over time.
• Reflect thinking patterns and are controlled by seperate hemispheres.

Chaper 7-Nonverbal Communication

Kinesics (the study of body language) includes facial expressions, posture, gestures, body movements, eye contact, or any ritual that conveys message or meaning for a culture.

Paralinguistics is the set of vocal, nonverbal utterances that carry and augment meaning. How ppl speak and use pitch, intonation, grunts, etc to clarify what they are saying. Intonation can infer sarcasm, humor, disbelief, emotion.

Haptics is the art of how people use touch to communicate.

Proxemics refers to how a person uses and perceives body space.

Gestures are not universal.

Oculesics is the study of eye movement and position.

Chronemics is the way a person views and uses time.

• Monochromics (e.g., American, British, Canadian, and German individuals) think in terms of linear sequential, time-ordered patterns w/ beginning, middle, and ending.
• Polychronic individuals (Latin American, African, Middle Easter, and S. European cultures) tend think about and involve themselves in a number of activities simultaneously. Follow a time orientation not dictated by the clock or schedules.

Chapter 8-Teaching and Learning Styles

-Age, cultural environment, family beliefs and training mold the child into a certain type of learner, which is reflected bu cognitive behavior in the classroom.

-Children who come from cultures that promote independence are often "field independent" which suggests that their learning styles may be more analytical and independent.

Differences in cognitive styles can be demonstrated by examining the impulsive/reflective dimenstion.

• Impulsive students are those who are the first to raise their hands to answer questions and the first to finish tests.
• Reflective learners may be slower, but often they make fewer errors.

-Teachers need to plan curriculum and instruction to incorporate the learning styles of their students.

PART IV

Chapter 14-Listening Development and Instruction for SLLs

-Social interactionist view of language acquisition, which forwards the idea that input from the environment that is usually received through listening is necessary and crucial for language to develop in humans.

-Nunam calls listening comprehension the "Cinderella skill" in SLL and is often overlooked by speaking/

-Listening is the ablility to identify and understand what others are saying.

• able listener is capable of simultaneously understanding a speaker's accent or pronunciation, grammar and vocabulary, and grasping meaning.

-5 major factors affect listening comprehension

1. text characteristics
2. interlocutor characteristics
3. task characteristics
4. listener characteristics
5. process characteristics

-if a speaker uses colloquial language and reduced forms, listening comprehension (l.c.)is more difficult. The rate at which speakers deliver their speech also influences the listener's understanding of the message.

• visual support can increase l.c. if employed appropriately.

-Listening is a active skill

-L.C. can be regarded as "highly complex problem-solving activity" and are comprised of distinct subskills

• the recognition of component parts of the language
• memory for these linguistic elements

-Listeners are not usually conscious of the steps they take in the listening process. These steps can occur simultaneously, sequentially, in rapid succession, or move backward and forward as needed.

-Two types of cognitive processing

1. Top-down processing refers to listener's understanding the big picture of the message.
2. Bottom-up processing, the meaning of the message is interpreted based on the incoming data. Stress, rhythm, and intonation also play a role.

-Listening is prob the least explicit of the 4 language skills, making it the most difficult to learn. It involves phychological and cognitive processes, as well as attention to contextual and socially coded acoustic clues.

-Oracy-the ability to listen and speak

-The silent period.

Chapter 15-Second Lang. Oral Dev. and Instruction

-Teachers should provide Englisg lang. learners w/ classrooms that are rich in oral lang.

-2 main functions of lang:

• transactional-tranference of information and the message is oriented
• interactional-goal is to maintain social relationships and is listener oriented.

-SLLs display their competence of the second lang. through speaking.

• spoken lang. has short and long turns. A short turn consists of one or two utterances, whereas a long turn consists of a string of utterances like a lecture.

-Comprehensible input and social interaction are important elements in a classroom that provide a natural environment for oral lang. dev.

-Strategies for oral lang. include games, songs, poetry, etc.

-Oral assessment SOLOM, observations, and anecdotal records.

-Oral lang. dev. should be an important part of teaching content areas in math, science, and social studies.

-Teachers should focus more on gobal errors because they impede meaning. Local errors do not affect meaning.

Chapter 16-Second Lang. Vocab. Dev. and Instruction

-The mind remembers what the mind does-Rivers, 1981

-Vocab learning involves more than learning individual words like in a word list.

-SLLs experience difficulty in learning L2 vocabs because of the relabeling of concepts from the native lang.

-Three approaches to vocab dev. are incidental, explicit, and independent strategies.

• Incidental-requires extensive reading and listening. Diagnosing words learners need to know to dev. word knowledge and fluency.
• Explicit-best for beginning and low-intermediate students
• Independent-uses dictionary and guessing from context.

-Teachers should consider receptive and productive knowledge when teaching vocab.

-Content areas teachers should teach are 2 objectives: language and content.

-Chapter 17-Second Lang. Reading Dev. and Instruction

-Reading is an interactive process consisting of subskills: automatic recognition, vocab and structural knowledge, formal discourse structure, and content/world knowledge, synthesis and evaluation skills, and metacognitive knowledge and skill monitoring.

-Research has identified some characteristics of fluent readers: they have greater automatic skills in word recognition that allow them to read at a rapid rate.

-ESL students have different expectations of text structures in their primary lang. and benefit from text structures because it helps them to dev. a purpose for reading.

-Scaffolding strategies are sheltering techniques that support students' lang. and academic learning.

-Chapter 18-Second Lang. Writing Dev. and Instruction

-Writing research in L1 and L2 has identifies similar findings about writing:

1. Writing is recursive and not a linear process
2. Writing is viewed as a social activity
3. Writing is seen as an invention and discovery process
4. Beginning L2 writers exhibit characteristics similar to Eng. speaking children who are first learning to write.
5. Intermediate L2 writers have a more developed knowledge of simple sentences and mechanics and use more conventional spelling.
6. Process writing is an effective approach for teaching writing to all learners because it breaks down the process into small manageable components.

*Children dev. literacy in first and second lang. before they enter school. Their early literacy products show their understanding about the concept of print and print conventions. Children w/ a strong literacy experience in their first lang. are more likely to become successful at reading and writing in the second lang. than their counterparts with limited first lang. literacy experience.