Active Learning Classrooms
By: Stacy M. Agosto
February 2004
ABSTRACT:
Active learning in the classroom is beneficial to all students, but it is specifically beneficial to language-minority students. When students can relate learning to real life experiences, understand meaningful learning, discover new things, and are excited to learn, then active learning has occurred. Active learning “accelerates language-minority students’ academic growth, leading to eventual high academic performance” (Ovando, Collier, & Combs, 2003, p. 90). The implications of an active learning classroom include the need for careful planning, use of thematic units, cooperative work, and planned teaching strategies. Some successful teaching strategies include Specially Designed Academic Instruction (SDAIE), scaffolding, group work (collaborative learning), and thematic curriculum. As teachers, we must use all the resources available to bridge the gap between language-minority students and native minority students. We must reach all levels and needs of learners, and we must create excitement when learning.
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Socioeconomic Conditions and Teaching
By: Stacy M. Agosto
February 2004
ABSTRACT:
Language minority (LM) students represent a variety of socioeconomic backgrounds. As a teacher it is important to understand the different socioeconomic conditions of the community, as they have a direct role within the school and classroom environment. Socioeconomic status, family background, literacy and teaching methods all contribute to the success of the student. Some people have the misguided belief that all LM students are from low socioeconomic families. However, this is not necessarily true, as LM students may also be from well-educated and middle-income families. Some LM students enter into American schools as a result of moving from their home county to the United States. As a teacher, it is imperative that one does not pass judgment towards the student, but rather teach and connect with all students, regardless of SES, and recognize that many language minority students come from different backgrounds, cultures, and socioeconomic status.
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Learning from Cultures
By: Stacy M. Agosto
February 2004
ABSTRACT:
Asian and American cultures differ in a variety of ways, but especially in educational goals. For example, academic and socialization goals, views toward cognitive abilities, and the classroom environment are just a few of the areas in which the cultures differ. Some cultural differences also found within early language development skills, parent and child interaction, and the school environment. As a teacher, cultural differences are important to understand so one can create a successful multicultural classroom environment reaching the needs of all learners.
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Dangers of Ethnocentrism & Stereotyping
Stacy M. Agosto
February 2004
ABSTRACT:
Both ethnocentrism and stereotypes can be damaging not only in the classroom environment but the community and society as well. According to the American Heritage Dictionary of the English Language “a stereotype is a conventional, formulaic, and oversimplified conception, opinion, or image” (Ovando, Collier, & Combs, 2003, p.205). For some, a stereotype can equal intolerance. As educators we must try to teach tolerance among citizens, understanding for individual differences, and patience for one another, which ironically is opposite of what a stereotype represents. Stereotypes have become “significant when talking about marked cultural groups” (Ovando et al., 2003, p. 205), expectations of gender roles, and cultural cognitive styles. As a teacher it is our responsibly to leave behind all stereotypes, prejudices, and/or discrimination ideas when we enter the classroom, and instead help students learn what the intolerance or stereotype is and then to begin to let go of it and become tolerant.
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Classroom Diversity
Stacy M. Agosto
February 19, 2004
ABSTRACT:
My consciousness and sensitivity as to the effects of culture in the classroom has evolved tremendously. Teaching is not just about administering lessons and evaluating students’ performance; rather it is also creating lessons that will reach all levels of learners, stimulate a love for learning, and promote acceptance of differences among each other. With each course I am reminded that understanding and becoming tolerant of cultural diversity is a huge responsibility, and one that both parents and educators need to work together on. As educators and parents we need to help foster children’s multicultural understanding at a young age. According to Swick, “children develop ideas about racial identity and the attributes of cultural groups other than their own as early as three years of age” (1993). Aside from teaching and creating multidimensional lessons, some of my challenges within the classroom will include addressing issues regarding ethnocentrism, stereotyping, socioeconomic status and conditions, cultural differences and diversity, and socialization. These issues will not only play a big role in how I handle myself and manage the classroom, but will effect classroom discussions and lessons. Diversity fosters the need for understanding and creating cognitively complex and multidimensional lessons, as well as determining proper assessment. However, most importantly, I hope to teach students to grow up and ask questions, to understand diversity, to accept differences, and communicate effectively.
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Dialects
Stacy M. Agosto
April 16, 2005
ABSTRACT:
What are dialects? Dialects are varieties of a language that contrast in pronunciation, grammatical patterns, and vocabulary. This paper will address dialect variations between the following communities: Native Americans, Asian, Hispanic, and African American communities. I believe that language education should include teaching students about our dialect diverse world, as well as the learning how to speak and recognize Standard English. I will need to meet the needs of every student in order for them to succeed in not only in school, but as an adult in the professional world.
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Multilingual Attitudes in the US
Stacy M. Agosto
April 11, 2005
ABSTRACT:
In the United States, there are several different languages spoken, however, English is the dominant language. History illustrates that attitudes about multilingualism began to change in the middle of the ninetieth century. At this point and to this day, I believe that multilingual education is still a hot topic and controversial. For purposes of this paper, I am going to assume that I am teaching in a multilingual community which is primarily Spanish speaking and discuss how multilingualism impacts our classrooms.
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Ideologies
Stacy M. Agosto
April 26, 2005
ABSTRACT:
Ideologies are transmitted daily. We hear, see, read, and communicate ideologies both consciously and subconsciously. This paper will use examples of a doctor, therapist, teacher and minister to how illustrate ideologies influence people. The use of language, status, socialization, and beliefs are used to express ideologies.
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Gender-based Miscommunication
Stacy M. Agosto
April 7, 2005
ABSTRACT:
I think that ethnography of communication includes all types of language such as non-verbal and verbal language, body language, facial expressions, literature, and gender-bias/gender-based language within society. The focus of this paper is centered around gender-based/gender-biased miscommunication, and I will discuss gender-based/gender-bias language and literature. I will also discuss how I can specifically apply gender-based/gender-biased language and literature in the classroom to help promote a social equality among all of my students.
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Code Switching
Stacy M. Agosto
April 28, 2005
ABSTRACT:
What is code switching? Why it is important to understand? How does code switching impact the classroom? This paper will address reasons why bilinguals code switch during their conversations. For example, code switching can be used for conversation emphasis, a way of excluding non-speakers, or a way to illustrate cultural heritage. Code switching also expands the speaker’s vocabulary. In addition, linguistic abilities and prestige are associated with code switching. Finally, there are emotional and negative aspects of code-switching. Teaching strategies such as Sheltered Vocabulary development, Social-Affective Strategies, Specially Designed Academic Instruction (SDAIE), and KWL Charts can be used in the classroom to reach the needs of all learners.