Activity - Crosscultural Developmental Education Services

Acculturation & Culture 

Shock Activity set 

Using the AQS 

[Type the abstract of the document here. The abstract is 

typically a short summary of the contents of the document. 

Type the abstract of the document here. The abstract is 

typically a short summary of the contents of the document.] 

Dr. Catherine Collier 

1/3/2013 

2012 Dr. Catherine Collier 

All Rights Reserved

The Administration Manual of the AQS contains detailed item analysis and protocol 

guidelines as well as information about norming, reliability, and validity. 

Culture Shock Exercise 

Remember a time when you experienced a new culture, either in the US or abroad, and 

the challenges or difficulties you encountered. 


All Rights Reserved 

1



Acculturation Grid Exercise 

Think of a CLD student that you and your colleagues all know and are worried about. 

Profile this student on the Acculturation Grid by writing down examples of his/her 

behavior and performance in each of the four quadrants of the grid. 

Assimilation 

Home/heritage language & culture 

replaced by school/new language & 

culture 

Integration 

Home/heritage culture & language 

blended with school/new culture & 

language 

Deculturation 

Neither home/heritage culture & 

language nor school/new culture & 

language 

Rejection 

Intentionally rejecting home/heritage 

for school/new culture & language OR 

Intentionally rejecting school/new 

culture & language for home/heritage 



2



José Case Study 

José immigrated to the United States with his family from Peru when he was eight years old. His 

father and uncle are employed in seasonal farm labor in their new community. His aunt and 

mother work in a meat packing plant. José’s grandmother helps take care of him and his seven 

siblings and cousins. She is considered a healer in their native community. She speaks only 

Quechua, an indigenous language from the Andes Mountains, which is the family’s native 

language. José, his cousins and his older siblings attended school in Peru and speak Spanish 

fairly well. Both of his parents speak Spanish, though with limited fluency. The family is 

involved in the local Catholic Church that has a large immigrant and migrant membership. 

There are some Mexican food stores and restaurants in the community. 

Culturally, he is from a traditional indigenous group who resides on both the western and eastern 

sides of the Andes in South America. His family is intact and extended, giving him substantial 

support for cognitive and linguistic development. Linguistically, his Quechua is 

developmentally appropriate but, as he never received schooling in his home language, he has 

very limited cognitive academic schema in Quechua. After two years of school in Peru, first and 

second grades, he has an appropriate developmental level of Spanish, i.e. at the Speech Emergent 

beginning bilingual level. Environmentally, he has access to safety, food, clothing, and shelter 

and he has supportive, responsive relationships at home. His family worked hard in Peru to 

make sure José was able to attend the nearest village school. Educationally, he has two years of 

elementary schooling albeit in Spanish, a language other than his home language or English. 

There are over twenty Spanish-speaking students at Jose’s new school, as well as a few 

Ukrainian, Hmong, Yup’ik, and Russian speakers. There is a certificated ESL teacher available 

within the district and school staff has some experience working with culturally and 

linguistically diverse students and families. 

When José first enrolled in his new school district, his family was identified as limited English 

proficient and his father was given a Home Language Survey to complete and return to the 

school. The results of the Home Language Survey, José’s evaluation at enrollment, and 

observations of José during his first weeks at the school were as follows: 1) José’s country of 

origin is Peru 2) The language José learned when first beginning to talk was Quechua 3) The 

language José most frequently uses at home is Quechua, but also some Spanish 4) The language 

his parents most frequently speak to José is Quechua 5) The language the primary caregiver 

(Grandmother) speaks to José is Quechua 6) The language most frequently spoken at home is 

Quechua 7) José had academic instruction in a language other than English. He had two years of 

academic instruction in Spanish. 



3



Home Language Survey 

Date This year School Your School Grade Your grade 

Student’s Name 

José 

Parent or Guardian’s Name 

José Sr. 

1) What is the student’s country of origin Peru 

2) What language did your child learn when first beginning to talk Quechua 

3) What language does your child most frequently use at home Quechua/Spanish 

4) What language do you most frequently speak to your child Quechua 

5) What language does the primary caregiver speak to your child Quechua 

6) What is the language most frequently spoken at home Quechua 

7) Has the student had academic instruction in a language other 

than English Yes No How long Two years Language Spanish 

8) Please describe the language understood by your child. (Check only one.) 

a) Understands only the home language and no English. 

b) Understand mostly the home language and some English. (and Spanish) 

c) Understands the home language and English equally. 

d) Understands mostly English and some of the home language. 

e) Understands only English. 

9) If available, in what language would you prefer to receive Quechua 

communication from the school 

Translator says that Spanish is okay if home visitor can come in 

person. 



4



1 st Acculturation Quick Screen 

NAME/ID#: José XX SCHOOL: Elementary DOB: 5/16/xx SEX: M GRADE: 

2nd AGE AT ARRIVAL IN U.S.: 8 LANGUAGE(S) SPOKEN AT HOME: Spanish 

and Quechua AQS at enrollment: Date of first AQS: Date of current AQS: 10/1/xx 

CULTURAL/ENVIRONMENTAL FACTORS Information Scores 

1. Amount of time in school in United States/Canada 36 days .2 

2. Amount of time in Your School/District 45 hours .04 

3. Time in ESL or Bilingual ELL Education About 10 hours .03 

4. Home, Native Language Proficiency Quechua BICS 3 

5. School English Language Proficiency Does not speak English 1 

6. Bilingual Proficiency Quechua 1 

7. Ethnicity/Cultural Identity Quechua 1 

8. % in School Speaking Student’s 

1% Quechua 6 

Language/dialect 

AQS Score Total: 12.27 

1. Time in school in US/Canada: 

Less than 180 days (1 yr/good atten) instruction = 1 

Between 190 – 360 days (2yrs/good atten) of instruction = 2 


2. TIME in your School/District: 

Less than 1080 hours (1 yr/good atten) instruction = 1 

Between 1090 - 2160 hours of instruction = 2 


3. TIME in ELL or Bilingual program 

Less than 360 hours of direct instruction = 1 

Between 360 and 500 hours of direct inst. = 2 


4. HOME, Native Language Proficiency 

Does not speak language, pre-production = 1 

Early production to low speech emergence = 2 

High speech emergence to intermediate fluency = 3 

5. SCHOOL ENGLISH Language Proficiency 




6. BILINGUAL Proficiency 

Essentially monolingual = 1 

Primarily one, some social in other = 2 

Limited academic either language, social both =3 

7. ETHNICITY/Cultural Identity 

American Indian, Native American, Alaska. Native, 

Indigenous Populations or First People = 1 

Hispanic/Latino/Chicano, South or 

Central America or Caribbean = 2 

8. PERCENT IN your SCHOOL Speaking Student’s Language Or Dialect 

81% - 100% of enrollment = 1 



Between 1400 days to 1700 days = 4 

Between 1700 days to 2200 days = 5 

Over 2200 days = 6 

Between 3250 - 4320 hours (4 yrs/good atten) of instruction = 4 


More than 5500 hours of instruction = 6 

Between 800 and 1080 hours of direct instruction = 4 


More than 1450 hours of direct instruction = 6 

High intermediate fluency with some academic fluency = 4 

Advanced intermediate social & academic fluency = 5 

Advanced social & academic fluency = 6 




Basic academic one, intermediate academic other = 4 

Most academic in one, intermediate academic in other = 5 

Bilingual in social and academic language = 6 

African American, ,African, East Asian or Pacific Islander = 3 

West Asian or Middle Eastern = 4 

Eastern European = 5 

Western European = 6 

30% -49% of enrollment = 4 





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José after a year 

After a year in the school and daily two hour ESL, José’s classroom teacher, bilingual aide, and 

ELL teacher were all becoming concerned about his learning and behavior. In the classroom, he 

seemed distracted and not very attentive. He did not always respond when spoken to, although 

the teacher was sure he was capable of doing so. He now seemed to struggle with new content 

and was not making any progress with reading and writing in English. Up until now, José had 

always made an effort to be involved in whatever was going on in the classroom and on the 

playground. However, his behavior had started to deteriorate and he had started getting into 

trouble and not paying attention. He had thrown a few ‘temper tantrums’ when asked to complete 

tasks. His parents reported that he was refusing to speak Quechua at home and that he had 

expressed frustration when the family used their limited Spanish. 

José appeared to have difficulty with task analysis and identifying the separate elements of 

assignments in detail. He was very resistant to change and did not respond well to storytelling 

time. He was very quick to respond to questions, but the answers seemed impulsive and random. 

He gave up readily, was easily distracted and quite unstructured. When faced with new 

materials, José appeared particularly distressed and did not respond well to pressure. José 

seemed to leap to conclusions and make very broad generalizations. José responded best to 

physical demonstrations and concrete models. 

Although José came to school every day and was not generally late getting back to classes after 

recess and lunch, his behavior in class had started to deteriorate, and he had begun acting out, 

fidgeting and not paying attention. The playground monitor was afraid he had started hanging 

out with a group of gang ‘wannabes’ during lunchtime and no longer playing team sports with 

his classroom peers. His parents reported that José was sometimes acting up at home and not 

listening to his grandmother. José refused to speak Quechua with his grandmother and was 

starting to use “bad” words when he was frustrated. 

The instructional intervention team completed a needs prioritization checklist to assist in 

simultaneously addressing José’s emerging learning and behavior needs while continuing to 

progress in his L3 language acquisition, facilitate and accelerate his acculturation, and support 

his retention of L2 as a communication transfer bridge. A second Acculturation Quick Screen was 

administered and this time José received an AQS of 18.74. This means that after a year in the 

school José is still “less acculturated” though close to “in transition”. 

A cognitive learning style inventory was completed and it was found that José had a pattern of 

cognitive learning that was significantly different from and in dissonance with the teacher’s 

instructional style. He was easily frustrated and showed low perseverance in completing tasks. 

He used several learning strategies that were not appropriate in the classroom. He also displayed 

difficulty with task analysis and understanding and applying cause and effect. These difficulties 

were particularly apparent during language arts and reading comprehension activities. 

José’s oral proficiency scores were 2 in English and 4 in Spanish after nearly two years of pullout 

bilingual / ESL classes consisting of at least one hour per day every day of the week. His 



6



classroom teacher had administered classroom language inventories, and said that his basic 

‘survival’ English was okay, but that he was not doing well with cognitive academic interactions. 

The ESL teacher, who was bilingual, said this was also true of his language interactions in 

Spanish. José’s scores on a comprehensive cognitive academic language test in English were a 2 

and a 3 in Spanish, confirming that José’s English was now at the high end of the speech 

emergent level and his Spanish was at the intermediate level. 

It was determined that the top need to address at this time was his deteriorating approach to 

content learning, followed by his adaptive behavior. Keeping up his English and supporting his 

Spanish were identified as important but not as critical as the impact of his general cognitive 

learning. However, when completing the needs identification checklist, it was discovered that 

José showed considerable difficulty with employing consistent and specific cognitive learning 

strategies. This led the team to monitor his use of learning strategies during the sheltered 

instruction and role play activities. If José did not display consistent and effective learning 

strategies and show improvement in his retention and application of content, the team would 

make provisions to address this in more intensive settings. 



7



2 nd Acculturation Quick Screen 

NAME/ID#: José XX SCHOOL: Elementary DOB: 5/16/xx SEX: M GRADE: 3rd 

AGE AT ARRIVAL IN U.S.: 8 LANGUAGE(S) SPOKEN AT HOME: Spanish and Quechua 

AQS at enrollment: 12.27 Date of first AQS: 10/1/xx Date of current AQS: 

CULTURAL/ENVIRONMENTAL FACTORS Information Scores 

1. Amount of time in United States/Canada 200 days 1.15 

2. Amount of time in School/District 1300 hours on instruction 1.03 

3. Time in ESL or Bilingual ELL Education 2hrsx5dx38weeks =380 1.06 

4. Home, Native Language Proficiency Quechua BICS 3 

5. School English Language Proficiency SOLOM 13, CLIC 15 2.5 

6. Bilingual Proficiency Quechua, Spanish, some English 3 

7. Ethnicity/Cultural Identity Quechua 1 

8. % in School Speaking Student’s 

1% Quechua 6 

Language/dialect 

AQS Score Total: 18.74 

1. Time in school in US/Canada: 

Less than 180 days (1 yr/good atten) instruction = 1 



2. TIME in your School/District: 

Less than 1080 hours (1 yr/good atten) instruction = 1 



3.TIME in ELL or Bilingual program 

Less than 360 hours of direct instruction = 1 



4. HOME, Native Language Proficiency 




5. SCHOOL ENGLISH Language Proficiency 




6.BILINGUAL Proficiency 

Essentially monolingual = 1 

Primarily one, some social in other = 2 

Limited academic either language, social both =3 

7.ETHNICITY/cultural identity 

American Indian, Native American, Alaska. Native, 

Indigenous Populations or First People = 1 

Hispanic/Latino/Chicano, South or 

Central America or Caribbean = 2 

8. PERCENT IN your SCHOOL Speaking Student’s Language Or Dialect 




Between 550 – 720 days (4 yrs/good atten) of instruction = 4 

Between 730 – 900 days (5 yrs/good atten) of instruction = 5 

More than 920 days of instruction = 6 

Between 3250 - 4320 hours (4 yrs/good atten) of instruction = 4 


More than 5500 hours of instruction = 6 



More than 1450 hours of direct instruction = 6 







Basic academic one, intermediate academic other = 4 

Most academic in one, intermediate academic in other = 5 

Bilingual in social and academic language = 6 

African American, ,African, East Asian or Pacific Islander = 3 

West Asian or Middle Eastern = 4 

Eastern European = 5 

Western European = 6 

30% -49% of enrollment = 4 





8

The Administration Manual of the AQS contains detailed item analysis and protocol guidelines as well as information about 

norming, reliability, and validity. 

Language Acquisition Grid 

Pre-Production Early Production Speech Emergent Intermediate Fluency Advanced Intermediate Advanced Fluency 

0-6 months 6 months-1 year 1-2 years 2-3 years 3-5 years 5-7 years 

-Associates sound to 

meaning 

Develops listening 

strategies 

Depends on context 

-Has minimal receptive 

vocabulary 

-Comprehends key words 

only 

-Points, draws, or gesture 

responses 

-May not produce speech 

-Adjusting to U.S. culture 

-0-500 receptive word 

vocabulary 

-Able to observe, locate, 

label, match, show, classify, 

sort 

-Beginning L2 (second 

language) sound symbol 

understanding if literate in 

L1(first language) 

-Speech is so halting and 

fragmentary as to make 

conversation virtually 

impossible 

-Depends heavily on context 

-Produces words in isolation 

-Verbalizes key words 

-Responds with one/two word 

answer or short phrases 

-Points, draws, or gesture 

responses 

-Mispronunciation 

-Grammar errors 

-500-1000 receptive word 

vocabulary 

-Able to name, recall, draw, 

record, point out, underline, 

categorize, list 

-Uses simple words, gestures, 

and drawings 

-Beginning sound symbol 

understanding 

- 

Reads and writes basic sight 

words in L2 if literate in L1 

-Pronunciation problems 

necessitate concentration 

on the part of the listener: 

occasionally may be 

misunderstood 

-Short phrases 

-Many mistakes in grammar 

-Makes frequent errors of 

grammar and word order 

which occasionally obscure 

meaning 

-Hears smaller elements of 

speech 

-Functions on social level 

-Uses limited vocabulary 

-Between 1000-6000 

receptive vocabulary 

-Able to share, retell, follow, 

associate, organize, 

compare, restate, role-play 

-Reads and writes basic 

sight words 

-Reads and writes simple 

words/sentences in L2 if 

literate in L1 

-Simple sentences 

-Produces whole sentences 

-Makes some pronunciation 

and basic grammatical errors 

but is understood 

-Responds orally and in written 

form 

-Uses limited vocabulary 

Initiates conversation and 

questions 

-Shows good comprehension 

-Up to 7000 receptive word 

vocabulary 

-Able to tell, describe, restate, 

contrast, question, map, 

dramatize, demonstrate, give 

instructions 

-Uses short sentences to 

inform and explain 

-Reads and writes simple 

words/sentences 

- 

Reads and writes descriptive 

sentences in L2 if literate in L1 

-Can communicate thoughts 

-Engage in and produce 

connected narrative 

-Shows good comprehension 

-Uses expanded vocabulary 

-Makes complex grammatical 

errors 

-Functions somewhat on an 

academic level 

-Up to 12,000 receptive & 

active word vocabulary 

-Able to imagine, create, 

appraise, contrast, predict, 

express, report, estimate, 

evaluate, explain, model 

- Uses descriptive sentences 

and initiates conversations 

Produces text independently 

for academic & social 

purposes 

-Reads and writes descriptive 

sentences. 

-Reads and writes complex 

sentences in L2 if literate in 

L1 

-Functions on academic level 

with peers 

-Maintains two-way 

conversation 

-Demonstrates 

decontextualized 

comprehension 

-Uses enriched vocabulary 

-Beyond 12,000 word 

vocabulary 

-Able to relate, infer, 

hypothesize, outline, revise, 

suppose, verify, rewrite, 

justify, critique, summarize, 

illustrate, judge 

-Native-like proficiency with 

social conversations. 

Demonstrates 

comprehension in 

decontextualized literacy 

situations 

- 

Reads and writes complex 

sentences in L2 or in both 

languages if literate in L1 

BEVAT 0/90-5/90 BEVAT 5/90-19/90 BEVAT 19/90-30/90 BEVAT 30/90-50/90 BEVAT 50/90-80/90 BEVAT 80/90-100-90 

CLIC 0-4 CLIC 5-10 CLIC 11-17 CLIC 18-32 CLIC 33-44 CLIC 45-55 

Eng Lang Prof Assess (ELPA) 1 ELPA 2 ELPA 3 ELPA 4 ELPA 5 

Express 1 (S. Dutro) Express 2 Express 3 Express 4 Express 5 

IPT A IPT B IPT C IPT D IPT E IPT F 

LAS 0 (0-10) LAS 1 (11-54) LAS 2 (55-64) LAS 3 (65-74) LAS 4 (75-84) LAS 5 (85-100) 

SOLOM (0-5) SOLOM (6-10) SOLOM (11-15) SOLOM (16-18) SOLOM (18-20) SOLOM (21-25) 

WIDA ACCESS Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging 

WLPT II Beginner Level (200-449) WLPT II 450-509 WLPT II 510-566 WLPT II 467-593 WLPT II 594-999 

Woodcock Munoz (WM) 1 WM 2 WM 3 WM 4 WM 5 



9



Interpreting the AQS 

To calculate rate of acculturation, look at the Rate Table on the following page. Locate the earliest score 

(preferably at enrollment) your student received in the left hand column “AQS Score”. This is your 

baseline score. To the right of this is a column “Minimum Average Annual Gain”. The number in this 

column is the number of points per annum your student should gain on the AQS. The time 1 between 

baseline and current completion of the AQS multiplied times the minimum expected gain gives you the 

normal point gain expected over this time period. Then subtract the baseline score from the current score 

to find the number of points actually gained by the student in this time period. 

_____________ X ___________ = ______________ 

Time between AQS Minimum Gain Normal Gain Expected 

_____________ -- ___________ = ______________ 

Current AQS Score Baseline Score Point Gain Achieved 

Achieved 

------------ = 

Expected 

The ratio between _ Expected and Achieved should equal 1 if the student is 

acculturating at a normal rate. In other words, Achieved divided by Expected 

should equal 1. Another 

_ 

way to say this is that if the number of points is the same, 

then the student is acculturating to your school system at a normal rate. If the ratio between expected and 

achieved is less than 1, e.g. the number of points achieved is lower than the number expected, then 

something is depressing _ the rate of acculturation. As discussed above, this could be inadequate or 

inappropriate instruction or the presence of an unidentified disability and needs further evaluation. If the 

ratio is less than 1, investigate the reasons why: inappropriate instruction, inadequate services, limited 

time in directed assistance, limited home language assistance, specific learning and behavior problems, 

etc. If the ratio is greater than 1, e.g points gained are greater than expected, the student is making better 

than average progress in acculturating to the school system. 

AQS 

Score 

Minimum 

Average 

Annual Gain 

Description of 

Level of 

Acculturation 

AQS 

Score 

Minimum 

Average 

Annual Gain 


Level of 

Acculturation 

AQS 

Score 

Minimum 

Average 

Annual Gain 

8 

9 

4.0 

4.0 

23 

24 

3.0 

3.0 

37 

38 

2.0 

2.0 

10 

11 

12 

4.0 

4.0 

4.0 

Significantly 

Less 

Acculturated 

25 

26 

27 

3.0 

3.0 

3.0 

In Transition 39 

40 

41 

2.0 

2.0 

2.0 

13 4.0 28 3.0 42 2.0 

14 4.0 29 3.0 43 2.0 

15 

16 

3.5 

3.5 

30 

31 

2.5 

2.5 

44 

45 

1.5 

1.5 

17 

18 

3.5 

3.5 

Less 

Acculturated 

32 

33 

2.5 

2.5 

More 

Acculturated 

46 

47 

1.0 

.5 

19 3.5 34 2.5 48 0 

20 3.5 35 2.5 

21 3.5 36 2.5 

3.5 


Level of 

Acculturation 

Significantly 

More 

Acculturated 

Highly 

Acculturated 

1 “Time between” = #days/180 

10 | 2012 Dr. Catherine Collier 

All Rights Reserved



Rate of Acculturation 

Based upon our current student sample (from Western states), the average minimal rate of 

acculturation on the AQS is at least 10% per annum. Students scored annually who do not 

achieve or maintain this rate may not be receiving appropriate instructional support or 

intervention or may have some other unidentified contributing factor. Most limited English 

proficient immigrants receiving substantial, content focused assistance through dual language, 

bilingual or ESL in the content area programs make more than a 12% gain on the AQS per 

annum. American students from minority or marginalized communities in the U.S. or Canada 

who speak a linguistically distinct dialect of English generally acculturate to the public school 

system at a lower rate than immigrant or refugee students. An excerpt from the AQS 

Administration Manual is shown on page 8, showing the point gain each year to expect from a 

specific baseline score. 

Level of Acculturation 

Significantly Less Acculturated: 8-14 

This student is at the beginning stage of adjustment to this environment and is probably 

experiencing severe culture shock and several symptoms of acculturative stress such as 

distractibility, response fatigue, withdrawal, silence or not responding, code switching, and 

confusion in locus of control. 

This student should be receiving assistance with the acculturation process, culturally and 

linguistically appropriate instruction, English as a second language, and bilingual instruction in 

content areas. This student should not be tested with standardized assessment and diagnostic 

tools without cross-cultural and bilingual modifications in all aspects of the evaluation process 

and interpretation. Interventions appropriate for significantly less acculturated students include: 

translation, interpretation, & modification of normed instruments, assistance with acculturation 

process, bilingual assistance & bilingual materials, cross-cultural communication strategies & 

first language instruction in content areas, school survival & adaptation assistance, and sheltered 

instruction. 

Less Acculturated: 15-22 

The student is at critical phase in his or her cross-cultural adaptation and may exhibit high levels 

of anxiety followed by periods of depression due to the intensity of the adjustment he or she is 

facing. Care should be used at this stage since it can be accompanied by a variety of unexpected 

emotional reactions. Signs of culture shock and symptoms of acculturative stress such as 

distractibility, response fatigue, withdrawal, silence or not responding, code switching, and 

confusion in locus of control can accompany these emotional reactions. 

This student should be receiving assistance not only with the acculturation process, but also with 

stress reduction and positive coping methods. Instructional adaptations should include culturally 

and linguistically appropriate instruction, English as a second language, and bilingual instruction 

in content areas. 

This student should not be tested with standardized assessment and diagnostic tools without 

cross-cultural and bilingual modifications in all aspects of the evaluation process and 

interpretation. Interventions appropriate for less acculturated students include: translation, 

interpretation, & modification of normed instruments, assistance with acculturation process, 


All Rights Reserved



bilingual assistance & bilingual materials, cross-cultural communication strategies & first 

language instruction in content areas, school survival & adaptation assistance, and sheltered 

instruction. 

In Transition: 23-29 

This student is in transition and is in the midst of cross-cultural adaptation and second language 

acquisition. He or she is probably still experiencing some culture shock and acculturative stress. 

Assistance with the acculturative process in the form of conventional bilingual and cross-cultural 

instructional techniques and assessment procedures should work well with these 'transition' 

students. 

Interventions appropriate for students in transition include: sheltered instruction with crosscultural 

content, peer tutors and cooperative learning strategies, access to translation in content 

areas, cross-cultural communication and instructional strategies, cognitive learning strategies, 

and authentic assessment. They will benefit from continuing to participate in diverse community 

activities and school activities that strengthen their connection to their ethnic and linguistic 

heritage. 

More Acculturated: 30-36 

Although students at this stage are fairly well acculturated, they will still have some crosscultural 

education needs. They may be as well acculturated as many of their classmates. Their 

cross-cultural education needs can be met with conventional mainstream instruction, assessment 

and diagnostic procedures with sheltered instruction and minor adjustment for differences in 

cognitive learning style. They may need encouragement to participate in diverse community 

activities to strengthen and maintain their connection to ethnic heritage. 

Interventions appropriate for more acculturated students include: cultural adaptation of content, 

opportunities to assist as peer tutors, access to translation as needed, training in cross-cultural 

communication, and cross-cultural cognitive learning strategies. 

Significantly More Acculturated: 37-43 

This student may have some cross-cultural education needs, but conventional mainstream 

instruction, assessment and diagnostic procedures should be possible without adaptation. 

Differences in cognitive learning style should be addressed. These students may need assistance 

in remaining connected to their ethnic community and encouraged to enhance and maintain their 

high level of bilingual proficiency. They may need assistance with strengthening their crosscultural 

competence. Interventions appropriate for highly acculturated students include: access 

to translation as needed, opportunities to assist as peer tutors, training in cross-cultural 

communication, opportunities to participate in ethnic community activities, and cross-cultural 

cognitive learning strategies. 

Highly Acculturated: 44-48 

This student will be able to participate in conventional mainstream instruction, assessment and 

diagnostic procedures without adaptation. Differentiation for diversity of learning style and 

approach should be included in instruction as it is for all students. 


All Rights Reserved



Strategies for Significantly Less Acculturated Students - AQS 8-14 

Bilingual Aide 

Bilingual peers 

Bilingual texts 

Content Language games in L1 

Context embedding 

Demonstrations 

Guided practice in classroom behavior expectations & survival strategies 

Guided practice in constructive quality interactions 

Guided practice in PEARL sequence 

Modeling 

Peer / school adaptation process support 

Reduced stimuli 

Rest and relaxation techniques 

Survival strategies for students 

Total physical response 

Wordless picture books 

Strategies for Less Acculturated Students - AQS 15-22 

Bilingual Aide 


Bilingual texts 

Consistent Sequence 

Content modification 


Cross-cultural counseling 

Demonstration 

Experience-based learning 

Guided practice & planned interactions with different speakers 

Guided practice in classroom behavior expectations & survival strategies 

Guided practice in cognitive learning strategies 

Guided practice in constructive quality interactions 

Guided reading & writing in home and community language 

Home activities 

Language games with L1/L2 match 

Leveled readers if literate in L1 

Modeling 

PEARL sequence for all content lessons 

Peer / school adaptation process support 

Rest and relaxation techniques 

Scaffolding 

Sheltered cognitive learning strategies 

Sheltered interactions 

Sheltered Language 


All Rights Reserved



 

 

 

Survival strategies for students 

Word walls and labels in both languages 

Wordless picture books 

Strategies for Families of Significantly Less & Less Acculturated Students 

Cross-cultural counseling for families 

Cross-cultural counseling for families 

Family-centered learning activity 

Guided practice w/ service personnel from school/government agencies 

Home activities 

Survival strategies for parents/families 

Videotapes & booklets about schools, communities, social service providers, laws 

Strategies for Students In Transition - AQS 23-29 

Academic language instruction and transition 

Advanced organizers 


Cognitive learning strategies 


Context-embedded instruction 

Cross-cultural communication strategies 

Language games 

Leveled reading materials 

Mediated stimuli in classroom 

Organization and sorting 

Role-playing 

Scaffolding 

Self-monitoring techniques 

Self-reinforcement 

Sheltered instruction 

Strategies for More Acculturated Students - AQS 30-36 

Active processing 


Alternate response methods 

Analogy 

Categorization 

Choices 




Evaluation strategies 

Expansions 

Learning centers or stations 


All Rights Reserved



 

 

 

 

 

 

 

Learning styles (Entry points) 

Leveled activities 

Listening comprehension (TQLR) 

Organization 

Rehearsal strategies 


Study skills 

Significantly More Acculturated: 37-43 

Active processing 


Alternate response methods 

Analogy 

Categorization 

Choices 




Evaluation strategies 

Expansions 

Learning centers or stations 

Learning styles (Entry points) 

Leveled activities 

Listening comprehension (TQLR) 

Organization 

Rehearsal strategies 


Study skills 

Highly Acculturated: 44-48 

This student may have some cross-cultural education needs, but conventional mainstream 

instruction, assessment and diagnostic procedures should be possible without adaptation. 

Differences in cognitive learning style should be addressed. These students may need assistance 

in remaining connected to their ethnic community and encouraged to enhance and maintain their 

high level of bilingual proficiency. They may need assistance with strengthening their crosscultural 

competence. Interventions appropriate for highly acculturated students include: access 

to translation as needed, opportunities to assist as peer tutors, training in cross-cultural 

communication, opportunities to participate in ethnic community activities, and cross-cultural 

cognitive learning strategies. 


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Activity - Crosscultural Developmental Education Services

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