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$Framework for Math - Western Washington University$

2. Educate those who administer standardized tests that different styles of communicationare used by various cultural groups;3. Review and revise classroom tests to eliminate cultural bias; and4. Address cross cultural communication issues in all phases of school life.Suggestions for classroom utilization have been made throughout the booklet. The rest is up toyou. Cross cultural communication is an ongoing process. Mistakes are inevitable, but sensitivityto cultural and communication issues can enhance the quality of education for all students.Some Attributes of Field Independent and Field Dependent Cognitive Styles (Adaptedfrom Ramirez and Castaneda, 1974).Student CharacteristicsOverall characteristicsRelationship to peers:Personal relationship toteacher:Instructional relationshipto teacher:Characteristics ofcurriculum that facilitatelearning:Field Independent CognitiveStyleFocuses on parts, rather thanon the wholeIs reality oriented to objectsand analyses of discreteelementsDemonstrates topic centerednarrative stylePrefers to work independentlyLikes to compete and gainindividual recognitionIs task oriented and inattentiveto social environment whenworkingRarely seeks physical contactwith teacherInteracts with teacher to tasksat handLikes to try new tasks withoutteacher's helpIs impatient to begin tasks;likes to finish firstSeeks nonsocial rewardsDetails of concepts areemphasized; parts havemeanings of their ownMathematics and scienceconcepts are emphasizedEmphasis placed on discoveryField Dependent Cognitive StyleFocuses on the whole, rather than thepartsIs reality oriented to relationships andsocial attributesDemonstrates topic associatingnarrative styleLikes to work with others to achievea common goalLikes to assist othersIs sensitive to feelings and opinionsof othersOpenly expresses positive feelingsfor teacherAsks questions about teacher's tastesand personal experiences; seeks tobecome like teacherSeeks guidance and demonstrationfrom teacherSeeks rewards which strengthenrelationship with teacherIs highly motivated when workingindividually with teacherPerformance objectives and globalaspects of curriculum are carefullyexplainedConcepts are presented in humanizedor story formatConcepts are related to personalinterests and experiences© 2008 Dr. Catherine CollierAll Rights Reserved76
Article II.3 Hard Work Hypothesis: Is Doing YourHomework Enough to Overcome the Effects ofPoverty?Stephen KrashenMulticultural Education 12 (4): 16-19, 2005It is well-established that the effects of poverty are devastating forchildren in school. More generally, scholars have documented thatlow "socio-economic status" (SES), whether measured by familyincome, parent education, or parent occupation, is usually the mostpowerful predictor of achievement and test score performance,sometimes swamping all other factors (White, 1982). This advantagetranslates to life success; children of the wealthy are far more likelyto become wealthy, become professionals, and attain positions ofpower than children of the poor. (Simonton, 1994). Simonton, in fact,concludes that "the log cabin myth is just that, pure myth" (p. 157).There have been some recent challenges to this generalization, however, claims that somechildren, especially Asian immigrant children and the children of Asian immigrants, do very welleven though they come from high-poverty backgrounds. Two such cases are the "Boat People" ofVietnam, who arrived in the US in 1978, and the Hmong.The Boat People and the Hard Work HypothesisThe Boat People, according to Caplan, Choy and Whitmore (1992) came only with "the clotheson their backs." Nevertheless, their children did well in American schools. Caplan et. al., (1989,1992) examined a subset of these children (n = 355) in grades K through 12 and reported thattheir overall grade point average was 3.02, nearly exactly a B, and they did especially well inmath: A group of high school students from their sample (n = 97) scored at the 72 nd percentile onthe math CAT.How did they do it? Hard work and family values, according to Caplan et. al., with lots ofhomework (a specific time set aside for homework every evening, with older children helpingthe younger ones. Caplan et. al. document this: Those in high school averaged three hours andten minutes homework per evening, those in junior high two and a half hours. The US averagefor junior high and high school is 1.5 hours.The Hmong and the Hard Work HypothesisThe Hmong, immigrants from Laos, also appear to support the Hard Work hypothesis, thehypothesis that hard work (homework) can overcome the disadvantages associated with poverty.As a group, the Hmong are among the poorest of immigrant groups and are among the leasteducated. For the 14,000 Hmong in California in 1990, median household income was $16,000per year, compared to the then national average of $36,000 (University of Wisconsin, 2000).Only 3% of the Hmong in California had graduated college (University of Wisconsin, 2000);© 2008 Dr. Catherine CollierAll Rights Reserved77
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"Those who arrive by age 12 or 13 m
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Article I.2 Are Signed Languages "R
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Biological analyses of the status o
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and beyond, speaking and signing ch
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Conclusion: Are Signed Languages Re
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Article I.3 The Interpreter: Has a
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A few weeks earlier, I had called F
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“We struggled even getting to the
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herself by strapping a cassette rec
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In 1998, after nine years as the ch
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momentary burst of excitement that
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Page 28 and 29: The authors compared animal and hum
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Page 59 and 60: Pets and AnimalsWhich animals are v
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Page 95 and 96: take different lengths of time to c
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Page 101 and 102: Assessment techniques at stage 3 ca
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Page 111 and 112: that sociocultural processes have o
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Daily Realities RecappedThe above v
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traditions. At a time in our histor
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We will now look at two examples of
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Speakers communicate fluently, main
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question the effects of such attitu
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Article IV.3 Culture Change: Effect
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and psychological characteristics o
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Contraryto what wewere expecting, t
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Article V.1 Assessment in ESL & Bil
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vocabulary does the student lack?Is
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whether they are LEP and to provide
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Fourth, ESL and bilingual program s
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competent reader/writer. All versio
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Table 1Comparison of Recent Accultu
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unilinear model, which measures the
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an English-only instructional progr
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Article V.3 Assessment of English L
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8. Change answers only for a very g
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Riles, 1979; Jose P. v Ambac, 1983)
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proficiency is often underestimated
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Finally, when second language reade
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for their decisions, noting issues
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As mentioned above, when the transi
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ather than generic adjectives and t
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their imagined points of view. Ther
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English texts and demonstrate progr
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using inter-district teams). In the
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