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NGỌC TRÂM THÙY NHIÊN NGỌC PHỤNG

Contents

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VÂN KHANH THANH KHA NHƯ Ý

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1. Introduction 6. Future directions

Contents 2. Historical perspectives 7. Conclusion

3. Critical issues

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4. Current contributions and research

5. Recommendations for practice: building relationships

and community in the multicultural classroom

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Contents 1 2 3 4

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 file 1
introduction

Present
introduction
The American Association of Colleges of Teacher Education (AACTE 2010) has created
a blueprint for what education should look like in the twenty-first century.
They have agruement about:
 The high school students after graduating:
-workforce directly, attend a vocational school, community college, or university.
-Critical thinking, problem solving, communication, collaboration, finding good
information quickly, and using technology effectively.
 Teachers :
-Effective and competent communicators.
-Possess a critical understanding of the content they teach and the context.
-A wide variety of pedagogical and assessment techniques.
-Most of all, they must adapt such knowledge and skills to a wide range of culturally and
linguistically diverse learners who inhabit an increasingly complex world.
This chapter focuses on intercultural communication competence for
the multicultural classroom.
-Perspective from author’s years working in the United States, they have
designed this chapter with the general education classroom in mind.
-With a context in which one person must manage the academic and
psychosocial needs of a large group of diverse students for the majority of
the school day.
-Although this volume emphasizes linguistic and communicative contexts,
they recognize that today’s general education teacher wears many hats:
• Teachers must reach not only English language learners (ELLs)
• They also simultaneously individualize instruction across a broad
variety of learner requirements such as academic readiness, cognitive
abilities, learning disabilities, maturity levels, religious differences,
behavioral and physical challenges.
Intercultural competence skill is very important to teachers
nowdays.
-However, this field still be ignored rather than central to the preparation
and development of teachers.
 file 2
Historical perspectives

Present
Historical
perspectives
- Culture in education is referred to through
various terms such as multicultural, global,
intercultural competence, peace education, and
culturally relevant or responsive education.
- Intercultural competence refers to the essential
knowledge and skills required for teachers to
effectively navigate diverse cultural contexts and
manage interactions between students and
teachers.
History of language development and education in the United States:
The United States has emphasized culture in language development and education, particularly for
immigrants and minority groups, during the immigration wave and the Civil Rights Movement, aiming
to help them assimilate into American society.

Bilingual education in schools will teach the mother tongue of that country along with other common
languages, such as English.

English Language Learners are students ( ELLs) “who are learning the language of instruction at the
same time as they are learning the curriculum.”

In 2002, the federal government repealed the Bilingual Education Act and replaced it with a policy
called No Child Left Behind (NCLB), which required all students to be tested and evaluated.
Qualification rates are based on a baseline level each year.

Increasing ELL students leads to increased teaching jobs, but poor quality has led to increased attention
to teacher training. Garcia (1990) raised the issue of poor teaching quality among ELL students,
prompting educators and legislators to focus on teacher training.
 file 3
CRITICAL ISSUEs

Present
 CRITICAL ISSUEs
 Logic dictates that greater attention would be put on the highly qualified teacher of ELLs as for
other areas such as math or science. Gándara and Maxwell-Jolly (2006) hold that little has been
done to define what “highly qualified” looks like for the English language teacher.

 Language and language education are hot-button issues in the US as they relate to issues such as
immigration, health care, and global economic competitiveness.

 Teachers have been considered the “guardians” of appropriate language—both implicitly and
explicitly—through language policy, often placing them in a precarious position (Wiley 2008).
On the one hand, the federal government provides latitude and funding for language initiatives,
but educators must also follow state rules that may dictate the type of instruction used.
For example, in California, Arizona, and Massachusetts, teachers have been subject to English-
only language policies that prescribe appropriate methods for teaching ELLs.
CRITICAL ISSUEs
 Late-exit bilingual programs, immersion programs for native English
speakers, issues of transferability of knowledge between languages, and
the importance of utilizing student language and culture. This research
has been “distorted and politicized by opponents”
(Ricento and Wright 2008: 295).

 Wiley argues that teachers are not immune from such distortions.
Discriminatory practices include unfair assessment and grading,
prohibiting language minority students from enrollment in certain
courses, and lack of identification of students needing language
assistance.
 CRITICAL ISSUEs
 The authors note that a major concern is the amount of training received by
teachers. The 41 percent of teachers who worked with limited English-
proficient (LEP) students, only 12.5 percent had at least 8 hours of training.
Seastrom et al. (2002) found that 36 percent of non-English-speaking
students were taught by untrained teachers lacking “any earned credentials
that researchers have identified as indicators of teacher
qualifications”.Additionally, 73 percent of teachers working with ELL
students lacked both a major and certificate.
 These include the Interstate New Teachers Assessment and Support
Consortium (INTASC), the Association for Teacher Educators (ATE), and
the National Council for Accreditation of Teacher Education (NCATE).
 CRITICAL ISSUEs

 Researchers have argued that none of these standards is extensive enough to ensure that
teachers will be competent to meet the needs of students from culturally diverse backgrounds
(Peterman 2005; Zeichner 2003). Perhaps most significant is the addition of the following
statement: “Candidates are helped to understand the potential impact of discrimination based
on race, class, gender, disability, sexual orientation, and language on students and their
learning” (NCATE 2008:2).

 The major teacher education accrediting bodies such as NCATE, the International Reading
Association (IRA), Teachers of English to Speakers of Other Languages (TESOL), and the
National Council on the Teaching of English (NCTE) have adopted standards addressing the
instruction of language minority students.
 file 4
Current contributions and research

Present
Current contributions and research
1.Perception, perspective, and relationship-building
*Perception, perspective
 Teacher Perception's Impact on Classroom Interaction
 Communication Styles in Classrooms
 Communication Apprehension and its Impact
 Linguistic Adjustments and Academic Proficiency
 Communication Skills and Conflict Resolution in Multicultural Classrooms
 Cultural Influence on Teacher Behavior
 Teacher-Student Interaction for ELLs
 Importance of Cultural Awareness for Teachers
*Relationship-building
 Variability in Parent Communication Abilities
 Teacher Perception of Parental Involvement
 Issues in Teacher Behavior and Communication
 Impact of Parental Involvement on Teaching
2.Cognition, complexity, and conflict
-Need for a Sophisticated Understanding:
-Negotiating Between Cultures:
- Engagement with Central Issues in Intercultural Education:
-Critical View of Language Acquisition:
-Incorporating Realities of Language Learning:
-Recognition of Multiple Identities:
-Linking Language, Power, and Identity:
3.Cultural knowledge, attitude, and efficacy
4.International worldview
-The importance of an international worldview is a critical component
of intercultural competence for educators.
 file 5
Recommendations for practice: building relationships and community
in the multicultural classroom

Present
introduction
Genesee et al discussion of factors that promote the academic success of English
Language Learners (ELLs), including a positive school climate, challenging content,
cooperative learning, and standards-driven assessment. It emphasizes the diversity of
ELLs and the need for a tailored approach.

It have four key qualities:

(1) mutual sense of belonging among students and teachers;
(2) respect and impact within the group;
(3) reinforcement and fulfillment of members' needs;
(4) emotional connection through shared history and experiences.
It also highlights the crucial role of social and
emotional competence in students' lives,
emphasizing the impact of teacher-student
relationships on students' feelings about school.
Additionally, it discusses communication
strategies, including breadth and depth, teacher
immediacy, and the art of self-disclosure, in
building meaningful relationships and learning
communities.
 file 6
Future directions

Present
Future directions
1.Closing achievement gap

2.We need a clearer definition of what makes a teacher "highly qualified" to

teach ELL students. There should be more consistent rules and requirements
for getting licensed to teach ELL students in US.

3.More research is needed on topics specifically related to English Language

Learners (ELL), particularly in the areas of teacher efficacy, parental
involvement, and classroom management and conflict.
 file 7
CONCLUSION

Present
CONCLUSION
-The intercultural competences are a vital necessity
to ensure that students receive an excellent and
equitable education.
-Teachers must call upon a variety of skills to
enable students to use the strengths of their native
languages to maintain their cultural identity and feel
welcome and honored in the classroom.
- They need to use those skills to assist students in
the difficult process of second language acquisition
in an academic context so they can reach their
highest potential.
GROUP 1