acculturation- when an individual comes into contact with other cultures and the original patterns
of behavior and language are interchanged
surface culture- food, holidays, arts, folklore, history and personalities
deep culture- cermonies, values, ownership, ethics, health and medicine
ethnocentrism- an individual's attitude of accepting their culture as the best and only way of
doing things
high-considerateness- speak one at a time, do not interrupt while others are speaking and listen politely
high-involvement- talk and interrupt more, speak louder and quicker
Chapter 1
Multicultural diversity is a very prominent trait in this area, so creating a muliticultural educational curriculum
and allowing individuals to feel comfortable in the classroom is very important. By exposing students to themes of multicultural
customs and celebrations year round is a good way to integrate the multicultural education into the everyday curriculum.
Chapter 2
Can a classroom have a culture of its own?
Chapter 3
Without language can a culture continue to exist? The book states that language and culture are inseparable.
This makes me think of the Navajo culture and language. Many Navajo children do not speak the language anymore and so
there is a concern that the Navajo culture is dying off.
Chapter 4
I would have to agree with the statement that only when people compare and contrast themselves with people from another
culture do they realize what their cultural values are. I thought "Americanization" was a very interesting term or
concept.
Chapter 5
Culture shock = language shock
Children being uprooted and placed in a unfamiliar classroom or environment is considered culture shock. Culture
shock can be very exhausting for child and can even cause physical ailments.
Chapter 6
Each culture has its own rules about when and how to speak. Culture influences communication. Demonstrate
patience and students will learn patience. Some classroom behaviors maybe reflections of cultural values.
This is something to consider in our area and classrooms as our area and classrooms are very diverse.
Chapter 7
Body language is important to consider as it can be viewed differently by students due to cultural context of the student.
Even a smile can be mean different things in different cultures. Emotions are shown in different ways in every culture.
In the Navajo culture eye contact is considered a sign of disapproval,
Chapter 8
Misunderstandings occur in the classroom when home beliefs are incongruent with those of the teacher and student.
Teachers tend to teach to thier preferred learning style. Teachers can get to know their students' learning styles
by observing what works best.
Transactional function of oral language- transference of information and message oriented
Interactional spoken language- maintain social relationships and is listener oriented
short turn- one or two utterances
long turn- string of utterances
top-down processing- listeners understanding of the big picture of the message
bottom-up processing- the meaning of the message is interpreted based on the incoming data- from sounds,
to words, to grammatical relationships, to meaning
Chapter 14
Listening skills are crucial for second language learners. Listening is an active skill. To acquire language
human beings have to be exposed to a language. Listening, speaking, reading and writing should be taught as integrated
skills. Understanding and identifying what others are saying is listening.
Chapter 15
Oral language provides the foundation for literacy development. Important skills in in Oral language development
are speaking and listening skills. Accuarcy verses fluency in oral communication? Sometimes teachers' correcting
students' mistakes may do more harm then help. Using graphic organizers, charts and visual aids will make learning more
meaningful to the students.
DEAR (drop everything and read) Show and tell promotes security in the classroom and oral language skills.
Chapter 16
Chapter 17
Chapter 18
