“we the multicultural learning community” using the power of perspectives to build a...
TRANSCRIPT
“We the Multicultural Learning Community”
Using the Power of Perspectives to Build a Cross-Cultural Community
of LearnersRebecca K. Fox, Ph.D.
Jorge P. Osterling, Ph.D.George Mason University
Fairfax, VA
12th Annual International NAME Conference October 31, 2002
Action Research Projectin a
Multicultural Teacher Education Program
Report on Emergent Results & Lessons Learned from a Qualitative Study
George Mason University
Session Objectives Report on Ongoing Research Study Share information about strategies used in
retooled graduate course to help teacher candidates develop cross-cultural competence
Promote a 21st Century philosophy that teachers must become “cultural brokers”
Promote collaboration, discussion among attendees about best teacher education practices that foster equity for all learners
Today’s Agenda
Background of the Study– Overview– Research question
Strategies used to create a cross cultural community of learners.
Examples Results Dialogue: questions and discussion.
Background
Impetus for the study– Co-teaching opportunity
– Major demographic changes: USA & Greater Washington Metro Area Graduate Student Population
– Challenge and opportunity to re-tool: Required first-semester graduate course
– Opportunity for professional growth
Research Site
Graduate School of Education
George Mason University
Fairfax, VA
Longitudinal Project Stages
1. Action research project conducted during 2001 Fall Semester in EDCI 516 [Bilingualism and Language Acquisition Research]
2. Follow-up research on study participants & learners in their PK-12 classrooms.
3. Emergent and ongoing recommendations for programmatic growth and change.
EDCI 516Bilingualism and Language Acquisition Research
Course Description– Provides students with a knowledge of
L1 & L2 acquisition, including the interaction of a bilingual’s two languages with implications for the classroom.
– Required course for Virginia State PK-12 ESL/FL licensure and for foreign language immersion teachers.
Vygotsky’s Contribution Zone of Proximal Development
Lev Semenovich Vygotsky (1896 – 1934).
Social interaction plays a fundamental role in the development of cognition.
Freire’s ContributionThe Teacher as a Learner
Paulo Freire
(1921 – 1997 ) The importance of the
interaction of teaching with learning on a dynamic and ongoing dialogic process.
One does not happen without the other.
Dialogue demands respect for
the learner and his/her reading
of the World.
Our Point of Departure - part 1
Our Point of Departure - part 2
Developing a New Lens
Becoming part of a larger
Community of Learners
EDUC 516: Learning Community
Building and developing a dialogical learning community composed of graduate students and professors.
Challenges Opportunities
The EDCI Learning Community
CHARACTERISTICS
EDCI 516: Our point of departure
Two professors of second language acquisition and multi-cultural education;
Teaching Bilingualism and language acquisition research to polyglots –
28 polyglot students: from romance to Asian languages, from Arabic to Russian, including ASL teachers working with students who come from countries where English is not the native language
25 - 30% of the class composed of non-native English speakers
Co-Teaching a Graduate Course
Potential zone of conflict?
An opportunity for collaborative teaching?
Our Learning Community
Solo Teaching: Professor A
Osterling
Solo Teaching: Professor B
Fox
Covering Part of the Whole Globe:
Professors’ Contributions
OsterlingFox
Fox Osterling
Students become teachersTeachers become learners
Strategies Used
Instructors jointly planned and presented.
Technology:– Blackboard-5 Instructional
Platform
– PowerPoint guides for major topics
– E-Mail Multiple intelligences/ learning
styles theory Guest speakers Literature and narratives
Funds of Knowledge theory
Group projects
Small group hands-on
collaboration
Performance-based course
products [language analysis
project]
Written feedback/ evaluations
Student socialization [ e.g., snacks
at break , potluck dinner].
Results of the Research:
1. A community where
everybody teaches and
everybody learns.
Results:
2. The power of modeling negotiation and experiential learning in the preparation of teachers for the 21st Century
Skill building through experiences
All participants have a voice
A respect is built out of and for all
Results
3. The importance of on-going formative and summative assessment along the continuum of the semester– help to draw conclusions– provide opportunities for synthesis– essential for constructivist learning
approach and for scaffolding
Results4. Technology supplied an essential
community building element– discussion strands (Santiago and other topics
drawn from weekly readings)
– power point guides to course themes
– postings from Krashen, Unz, and NCBE Newsletter provide current context
– emails and announcements facilitate course work and communication
Results
Open atmosphere lowers affective filter
Time for formal and informal social interaction support collegiality and the philosophy of a learning community
We thank you for this rich opportunity to
explore another dimension in our teaching
and learning.
It has been MOST enlightening!
We look forward to hearing about your
teaching and continuing learning
pathways, so please stay in touch.