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Culturally and Linguistically Responsive Teaching and Learning

BY SHARROKY HOLLIE, PH.D.

Book Notes compiled by Jane L. Sigford

What’s in a Name?

• Culturally Responsive Teaching as a term sounds informative and appropriate but turning the meaning of CRT into a quick fix for race relations, diversity issues, and achievement gap woes is a fleeting solution. P. 18

• The authenticity and relevance of the term is actually steeped in transforming instructional practices to make the difference for improving relationships between students and educators and increasing student achievement.

• All the various names over time have contributed to its clichéd use that has diluted its meaning.

• But it is important to be clear about what CRT means so that the term is not muddied like the term cooperative learning. p. 19

What does Culturally and Linguistically Responsive Teaching (LRT) mean?

• Hollie uses this term for 3 reasons:

1. He has found that many followers of CRT are actually most interest in racially responsive teaching. There is a tendency to be more focused on racial identity rather than the myriad cultural identities in our collective diversity. His focus on culture, language, gender, class, and religion is anthropologically based, not race based. Conflating culture and race is a common misinterpretation among some individuals who work with diverse groups of students.

2. He uses CLR to emphasize the language aspect of culture. There is nothing more cultural about us as humans than the use of our home language. Our language is a representation of our heritage, including family, community and history

3. We use the term pedagogy however it is the most often-missed facet of culturally responsive teaching. Without the pedagogy, there is only theory on how to respond to students’ cultural and linguistic needs, and theory alone does not adequately serve teacher and students

What a concept is called, matters.

Defining Culturally and Linguistically Responsive Pedagogy

• Gloria Ladsen-Billings The Dreamkeepers is groundbreaking in CRT—She defines it as “A pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural and historical referents to convey knowledge, to impart skills, and to change attitudes, (1994, p. 13 in Hollie, p. 22

• Another text, Geneva Gay’s Culturally Responsive Teaching: Theory, Research, and Practice (2000) 2nd most influential work. Her definition “use of cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to, and effective for, them” (Gay, 2000 31 in Hollie p. 22) This pedagogy teaches to and through the strengths of the students.

• Goodwin (2008) cites there is no research that supports CRT correlated to student achievement but this statement is based on research from the 1970s and does not account for the evolution of the theory since and any recent research. P. 22

• CLR means that teachers guide with appropriate instruction, scaffold as necessary, and provide independence when they are ready.

• Definition is meant to be broad. Centers on ethnic identity in the cultural context and on nonstandard languages in the linguistic context. P. 23

Benefits of CLR Pedagogy

• CLR benefits all students particularly those that are underserved, underachieving, and underperforming.

• Underserved students are mot likely to be: African Americans, Mexican Americans, Native Americans, Samoan Americans and/or Eastern/Asian immigrants and Asian Americans.

Sociohistorical Context

• Capstone research of John Ogbu (1978) indicates that many of these populations were involuntary immigrants to America. Most immigrants have to assimilate and these populations did not have a choice and did not have access to the tools that would have enabled them to become part of mainstream society. P. 26

Sociopolitical Context

• Denial of indigenous culture and language for involuntary immigrants was utilized as a means to eliminate their culture and linguistic heritages. P. 27

• Joel Spring (1994) calls this “deculturalization.” Culture shapes a person’s beliefs, values, and morals. In the US historically, the education system deculturalized the cultures of Native Americans; African/Americans Mexican Americans; Puerto Ricans, and immigrants from Ireland, Southern and Easter Europe and Asia. P. 289

• Angela Valenzuela (1999) terms this process of eliminating one’s home culture as subtractive schooling. To implement CLR effectively, educators must recognize and understand the cultural and linguistic behaviors that need to be legitimized and made positive. P. 28

Sociolinguistic Context

• Another commonality among underserved students is that they use a nonstandard language as their home language.

• Often a second language formed that was a combination of the deep structure of the first or indigenous language and the vocabulary of the dominating language. p. 29

• We label those languages as nonstandard. P. 30

• In the context of CLR the key is to understand that these populations share this sociolinguistic history. The linguistic behaviors of these students are viewed as signs of a deficiency, laziness., or other aberration.

• In order to be CLR, such behaviors, have to be legitimized and made positive in the classroom. P. 30

Purpose of CLR Pedagogy

• Quick fix programs don’t work.

• CLR pedagogy deals with the complexity of the negative mindsets and well-intentioned desires to make changes that will matter. P. 31

Eliminating the Deficit Perspective

• Many educators’ beliefs, attitudes, and mindsets are deficit oriented—this means that students are blamed for their failures and are seen as the problem. One could hear such observations:

o If we had better students….

o Our scores were good until they started coming here.

o Everyone gets along except those students

• 1st purpose of CLR –refute deficit thinking by having educators undergo a change in hear and mind—the students are not the problem but are the source of the solution

• 2nd purpose—clarify what is meant specifically by culture while simultaneously giving educators an awareness of some of the noted cultural and linguistic behaviors of underserved student populations. What lingers as confusion between race and culture and the various identities that comprise who we are culturally. We have at least SEVEN identities: race, gender, nationality, religion, ethnicity, class and age. P. 32

• These identities examined in isolation say something about who we are and why we enact certain behaviors, or make what I call cultural determinations.

• The exception is race. In other words, our behaviors are culturally determined by these identities only.

• But race determines nothing about our behavior.

• Some decisions and behaviors are based on our socioeconomic identity and nothing else.

• Before examining other examples, I want to clearly eliminate racial identity as the one factor that has nothing to do with cultural determination.

• Our racial identity is very clear: it is the biological DNA representation that gives us our blood lineage and, for example what diseases we may be prone to (good information to know).

• Other than that, racial identity really tells us nothing about who we are as individuals

• The salient point is that racial identity has nothing to do with our cultural identity. Racial identity does not necessitate or affect any, of our other identities—age, religion, gender, or nationality.

• There is nothing that we do racially that is connected to who we are mentally or behaviorally.

• Although we are locked into our racial identity by birth and perhaps genomes, we remain free to be who we are ethnically or otherwise. P. 33

• On the other hand, by acknowledging our various cultural identities in explicit terms we are acknowledging a cultural complexity that truly speaks to the kaleidoscope that as been guised under the narrowness of racial identity and the thickness of racism for too long. P. 33

• Being black or white does not mean that you will be Protestant or Catholic or Muslim,

• Villegas and Lucas (2007) define culture as the way life organized within an identifiable community or group which includes the ways that a community uses language, interacts with one another, takes turns to talk, relates to time and space, and approaches learning.

• Simply, cultural identity is the way we see the world.

• Culture or ethnic identity differs from race, nationality, and socioeconomic identity in that our ethnocultural identity is passed down from generation to generation.

• What is most confusing is that sometimes who we are ethnoculturally can be mistaken for our national cultural identity and/or our socioeconomic cultural identity. P. 33

• In these cases, there are behaviors that we exhibit based simply on our nationality or our economic status. P. 33

• Consider the following two questions: Why do you celebrate the Fourth of July if you are a US citizen? And where do you wash your clothes?

• The answer to the first is because you are a US citizen regardless of ethnicity or race.

• The answer to the 2nd gives hints as to socioeconomic status.

• Central feature of CLR is ethnocultural identity of the students, but not to the exclusion of the other identities that come with culture.

• Additionally, educators have to be responsive to gender culture, national culture, socioeconomic culture, and youth culture or what Hollie calls rings of culture.

• His rings start with ethnic, expand to nationality, then religious, then gender, then youth. P. 35 is a great visual

• What educators must not do is to mistake one of these cultures for another, and they certainly should not confuse any of these with race, which often happens in the classroom.

Promoting Validation and Affirmation

• Another important aspect of the CLR focus is the validation and affirmation that is associated with responsiveness. It is the ethnocultural identity that needs to be most validated and affirmed.

• In general, these behaviors include preferences for variation and spontaneity, sociocentricity, high-movement contexts, approximation of time, collaboration, inductive reasoning, verbal overlap, and pragmatic, interpersonal, and affective language use.

• These cultural behaviors, which are typically seen as negative in the culture of school are the ones that are to be validated and affirmed in comparison to the general behaviors of the school and mainstream culture.

• In contrast, the expected cultural behaviors of the school and mainstream culture, include a focus on prompting, independence, low-movement contexts, competition, deductive reasoning, and verbal communication.

Focus on Linguistic Behaviors

• Linguistic behaviors have to validated and affirmed with these 3 absolutes:

1. All language is good for the communicative purposes it serves. There is no such thing as proper English, bad English, street speech, or “gutter talk” in the context of interpersonal communication.

2. All linguistic forms are rule governed and systematic and are not randomly formed or put together haphazardly. They are regular in their phonological and syntactic patterns.

3. As infants and toddlers, beginning as early as prebirth, we learn the language that is spoken in the home by the primary caregivers. P. 37

• In general, the issue of the use of nonstandard linguistic forms extends beyond the US. The bottom line is that students speaking nonstandard language varieties are frequently penalized for using language that is different from the linguistic capital that has high status in the school. p. 37

• Corson (1977) chronicles how the history of prejudice against the users of nonstandard varieties of a dominant language probably can be traced to the Ancient Greeks. P.37

• In the US William Labov’s studies (19720 of Black American and Puerto Rican vernaculars of English have prove to be groundbreaking. People from different sociocultural backgrounds speak different kinds of English that in important respects deviate systematically and regularly from one another.

• These findings helped to overturn the common stereotype that these and many other varieties of language are incorrect forms of English.

• Labov’s legacy has been the evidence that nonstandard language varieties have their particular norms and rules of use.

• Therefore, these language forms deserve respect and valuation.

• Labov argues there is no real basis for attributing poor performance to the grammatical and phonological characteristics of any nonstandard variety of English. He found that not the African American Vernacular English itself but teachers’ low expectations that were based on linguistic misperceptions were the culprit of academic failure.

• The students were deemed deficient because their language variety was wrongly judged in the context of school language. [Isn’t this how we now say that “texting language is wrong? NOTE MINE]

• When educators recognize students’ linguistic behaviors or the use of the rules of home languages as positives and not deficits, they can then begin to validate and to affirm the students’ language. P. 39

Situational Appropriateness

• The processes of validating, affirming, building, and bridging are moving the student toward being situationally appropriate [as is true with texting language NOTE MINE]

• In the context of CLR codeswitching [whereby one language is being utilized along with an infusion of the vocabulary of another language into the first language] is used more literally and does not carry the pejorative association that is sometimes attached to the term. P. 39

• In context of CLR, codeswitching is an intentional choice to shift from one linguistic or cultural mode into another one skillfully and proficiently without giving up, disavowing, or abandoning the home culture or language. P. 39

• Situational appropriateness and codeswitching provide the necessary instructional experiences that form culturally and linguistically responsive pedagogy. P. 40

•

[At the end of each chapter Hollie gives a Reflection Guide. At the beginning of each chapter each provides a wonderful anticipation guide. Both can be used as discussion starters for PLCs or other groups. NOTE MINE]

Chapter 2: The Pedagogy of Cultural and Linguistical Responsiveness

Moving from Theory to Practice

• If you were to take all the books written about culturally relevant teaching it would probably fill an average size hotel room. If you took the books, research articles, etc on classroom practices [underlining mine] about CLR, you would be lucky to fill the bathroom p. 44

• Because of the lack of information on actual practice, the approach overall has suffered. CLR has remained too abstract for some practitioners who view it as a good idea in concept but not realistic for use in the classroom.

The Story of the Culture and Language Academy of Success (CLAS)

• Hollie and other started The Culture and Language Academy of Success (CLAS), a non-affiliated charter school in L.A. grades K-8.

• For the past 9 years CLAS has stood out as one of the very few, if only, nationwide models of CLR

What is the CLR Formula?

• CLR pedagogy is not a curriculum and does not come in a box.

• It is an approach—a way of thinking about how to instruct and how to create an instructional experience for the students that validates, affirms, illuminates, inspires, and motivates them.

• Formula==Establish a general pedagogical category +Check for quantity, strategy, and quality of the pedagogy in the classroom + Infuse CLR elements (strategies and activities) into the teaching. P. 47

• Pedagogy is defined as the how and why teaching. In order to be successful in CLR, the practitioner has to understand the balance of the how and the what

• The how comes in 2 parts: strategy and activity.

• Strategy is the instructional activities as strategically and deliberately determined—outcome, purpose, standards, students’ background knowledge, environmental space, assessment methods etc.

• Activity—puts strategy to action; wide range of activities

• Hollie has 5 broad pedagogical areas to be infused with CLR strategies and activities:

1. Responsive Classroom management

2. Responsive Academic Literacy (or use of text)

3. Responsive Academic Vocabulary

4. Responsive Academic Language 9or situational appropriateness)

5. Responsive Learning Environment

• CLR does not replace or shield ineffective instruction.

• CLR can make a difference for many inadequacies in instruction, but when the fundamentals are not in place effectively, using CLR is like putting a new suit on a dirty body. p. 49

• Great visual on p. 50 of the components of each

Responsive Classroom Mgmt: 4 subcategories

1. Ways for discussing

2. Attention signals

3. Ways for responding

4. Movement

Responsive Academic Literacy

• Strong literacy skills are central to success in most content areas. Effective use of literacy is very important area for infusing CLR pedagogy

• Reading aloud as a form of storytelling provides a cultural base for the students in a CLR classroom

Responsive Academic Vocabulary

• Focus of vocab. dev. is building on words that represent concepts that students bring to the classroom

• Conceptually, words from cultural backgrounds are connected to academic vocabulary but the students may not have the academic terms within their vocabulary

• CLR teachers focus on effective common vocabulary strategies: wide and abundant reading, contextualization and conceptualization of words, knowledge of word parts, and synonyms

Responsive Academic Language

• Use process of contrastive analysis or codeswitching in the students’ instructional experiences. Look at language of home and translate forms into target language

• It isn’t “correcting” the language; it’s “translating” to language of school

• Situational role-playing is one effective strategy to use.

Responsive Learning Environment

• How materials and space is arranged is important.

• Language rich environment important

• Space for movement

Check for Strategy, Quantity, and Quality of the Pedagogy—2nd part of CLR

• Must check for strategy, quantity, and quality of pedagogy

• If current pedagogy is working, great. If not, change it.

• Movement important [even for adults NOTE MINE]

Strategies and Activities to infuse CLR pedagogical elements

1. Greet each other in culturally appropriate ways—some are “soul shake”, kisses on the cheek, handshake, etc.

2. Move—

3. Do the task—Give one, Get one is one activity to give information and get it

4. Students must talk to others not in their row so they get to meet and mingle

Great visual on p. 57 of strategies in each of the areas

Art of Juxtaposition

• For success students must have multiple instructional ways to experience learning.

• Can use “shout outs” and then quiet times. P. 58

Chapter 3: Responsive Classroom Management

The 3 Rs: Rapport, Relationship, Respect

• CLR does not replace ineffective classroom mgmt. There undeniable tangibles that must be present in an effective system—Rapport, Relationship, Respect

Great chart on p. 63 containing definitions of each

• Classroom Management Schools of Thought: 2nd step in assessing CLR 3 types. Teachers should assess which they are:

1. Authoritarian—most traditional; teacher literally in charge

2. Permissive—opposite end of continuum. Students are in control in a way that tends to be negative, confrontational, and creates tension. Lose-lose situations

3. Democratic or collaborative—best aligns with CLR. Safe, comfortable environment that is conducive to learning. Adult facilitates and students participate.

• Teachers who practice culturally and linguistically responsiveness tend to be collaborative in their philosophy, but hey also know when to be authoritarian and how to be artful about it. P. 65

The Three Ps approach: Positive, Proactive, Preventive—3rd part of CLR

• Teachers need to be positive by showing love to students, showing care, empathy, sensitivity, kindness, humor, forgiveness

• Proactive—able to predict where problems will arise and intercede before it happens.

• Preventive—Teacher chooses the battles to make issues of.

Great points to ponder on p. 67

Separating Cultural Behaviors from Wrong Behaviors

• Many of our behaviors are determined by cultural. The expected cultural behaviors of a school, largely based in the White Anglo-Saxon or mainstream culture, all too often results in failure for teachers and students alike.

• Since most of these misunderstandings are unintentional, students need to be taught situational appropriateness—intention use of the appropriate cultural and linguistic norms for the situation.

• No value is placed on any culture. It is the situational aspect that is taught

Culturally Inappropriate Behavior

• Different cultures have different expectations of behavior

• Great charts on pp. 70-71

• We all need to appreciate customs and then exhibit them in the appropriate situations. The behaviors aren’t WRONG, they are situational

Validating and Affirming Cultural Behaviors Through Instruction

• Students need daily opportunities and ample practice with situational appropriateness to become conversant with the cultural behaviors of school and the mainstream society

• Effective teachers know they need to be clear and explicit about expectations.

• They will also know that they will have to reteach when necessary, not punish. P. 75

Ways of Responding and Discussing

• Giving students multiple ways of responding and discussing in class is part of the responsive classroom mgmt.

• The key is making explicit how to respond in class and how to conduct discussions so that students know what protocol is most appropriate for the response and/or for the discussion

• This explicit instruction also enables students to learn why these routines are necessary

• These protocols teach situational appropriateness-

• Consistent use of the protocols provides for variation in the types of response and discussion in the classroom, leading to increased involvement for all. P. 75

Movement Activities

• Students need to move when learning [So do adults NOTE MINE]

Chapter 4: Responsive Academic Literacy Instruction

• CLR addresses literacy skills by focusing on 2 specific areas: academic literacy and academic language

• There are 3 objectives in use of text in CLR instruction

1. Engage students with culturally and linguistically responsive texts

2. Use engaging read-alouds in oral tradition of storytelling

3. Purposefully use effective literacy strategies responsively p, 84

Engaging Students with CLR Texts

• Commercial texts are not the best source. Teachers have to look—There are texts that are culturally specific, culturally generic, and culturally neutral.

• To avoid texts that are culturally neutral there are tips:

1. Choose well-known authors, illustrators, publishers, who have developed a solid reputation

2. Analyze critically how characters are portrayed, how facts are presented, and how context is created

3. Evaluate factual information for accuracy

4. Analyze author’s use of nonstandard language for authenticity and thoroughness

5. Examine the illustrations carefully for appeal, ethnic sensitivity and authenticity. P. 86

• Hollie believes hat there should be at least one reading or interaction with a piece of culturally responsive text to go along with every mainstream title, state standard, or topic covered in the course of a class.

• Appendix C in this book has a WONDERFUL list of CR books.

Using Read-Alouds in the Oral Tradition of Cultural Storytelling

• Focus is to engage students and teach them when they may not feel engaged

• Reading aloud is the cultural complement to storytelling for many students, including those in middle and secondary grades

Effective Read-Alouds

• Reading aloud to students helps them develop and improve reading, writing, speaking, and listening.

• Listening to skilled readers stimulates growth and understanding of vocabulary and language patterns.

• Students need daily opportunities and consistent practice with reading to improve their fluency. P. 89

• Great resources for teachers in Appendix D.

Using Effective Literacy Strategies Responsively

• CLR not meant to replace effective practices; meant to match CLR with effective literacy practices

• Great collection of strategies in Appendix E.

Chapter 5: Responsive Academic Vocabulary Instruction

There are several principles of vocab. Instruction that should be included in any approach or program

• Providing definitional and contextual information about the word’s meaning

• Actively involving students in word learning through talking about, comparing, analyzing, and using the target words.

• Providing multiple exposures to meaningful information about each word

• Teaching word analysis p. 94-5

Responsive vocab. Instruction is based on the following 4 premises:

1. Students come to school with conceptual meanings of words intact and need to expand their home vocabularies with academic vocab.

2. Teachers must focus on recommended key vocab strategies for word acquisition, not simple word memorization.

3. Synonymous usage of words needs to be developed, particularly for nonstandard language speakers or second-language learners.

4. Slang, profanity, and racially charged terms can become sources of academic vocab expansion, influencing students’ word choice and awareness of situational appropriateness. P. 95

Students’ Personal Vocabularies are based on Real-World Concepts

• Can expand students’ vocabularies by assuming they have words from home language; they just need to acquire the academic words or labels.

Vocabulary Instruction focuses on acquisition

• If students who have a small vocabulary come across a word they don’t know and are told to go to a dictionary, this is not an acquisition strategy

• Acquisition strategies are:

1. Wide and abundant reading

2. Contextualization and conceptualization of words

3. Knowledge of word parts

4. Utilization of synonyms p. 98

• Reading often and widely is the best way to acquire vocabulary.

Using Synonyms to Expand Vocabulary Knowledge

• How we think about word usage can be related to our linguistic background or home language. For some second language learners and nonstandard language speakers, synonymous usage of words is not commonplace.

• Important to understand the synonymous use of phrases in various languages. P. 99

Unique Sources of Academic Vocab. Expansion

• Slang is a great way to teach vocab expansion. Plus, it is the language of young people and important to use this as a bridge to academic language. P. 100

Assessing the Quantity and Quality of Vocab Instruction

• Is there a vocab program in place already? Assess it and then move to the 5 Steps of Responsive Academic Vocab Instruction

1. Contextualize the word selection of “tiering words” according to frequency and relevance for the topic of selection

2. Teach the Tier Two or academic words, as concepts, not memorized words

3. Develop synonyms and antonyms using the Personal Thesaurus, a tool Hollie has used successfully at CLAS

4. Utilize common vocab. Strategies for meaning development and richer representation as well as for multiple assessments.

5. Develop Tier Three words, or content-specific words using the Personal Dictionary, another tool developed at CLAS p. 101

Leveling Words

• Tier 1 words are those that students already know or common everyday words (Hollie causes them everyday words)

• Tier 2—those students should know as mature language users (academic)

• Tier 3—those students should be familiar with but will rarely encounter in print or speech. (content specific)

• Academic words should be the ones to focus on in school particularly for 2nd language learners and nonstandard lang. users.

Step 2:Using Vocabulary Acquisition Strategies

• 3 steps that are recommended

o Using context clues

o Memorizing meanings of word parts

o Developing synonyms and antonyms p.

Step 3

• Develop a Personal Thesaurus

o Students read text-selection vocab. And focus on target concepts

o Students brainstorm synonyms from their own vocab. Bank

o Make a list of syn. for target words

o Place and highlight alternate word at top of chard

o Target word added on line beneath alternate word

o Any other acad. Synonyms are added on following lines

o Ant. Goes in the last box

o Now utilize personal thesaurus during writing. P.105

• Great chart on p. 106

Step 4: Using Common Vocab. Strategies and Multiple Assessments

• There are too many words to learn and know so it is important to use an array of strategies

Step 5: Using Personal Dictionary to develop Tier 3, or Content-area words

• Use Frayer model to develop a personal dictionary

• Picture p. 108

Chapter 6: Responsive Academic Language Instruction

• People talk a lot about inappropriate language. Hollie does a lot of training around what is perceived as offensive language, as it is seen as a language deficit.

• A CLR classroom will be responsive to home language in 3 ways:

1. Recognize linguistic rules of nonstandard languages

2. Give students ample opportunities for codeswitching

3. Infuse writing activities into everyday teaching p. 114

• Teachers make comments on papers not like “correct it” etc. but “put it another way” “use school language.

Wonderful chart on p. 116 on Terms Central to understanding CLR teaching

Authenticity of Nonstandard Languages

• Users of nonstandard languages in the home often speak 2-3 languages.

• Corson (1997) it is ignorance that perpetuates the lack of support for nonstandard English.

Nonstandard Languages of the Underserved

• Most people view nonstandard languages as dialects or just slang Hoewver, there is a continuum of thinking about different perspectives from the ethnolinguistic perspective, creolist, dialect, to deficit.

Ethnolinguistic Perspective

• Language rooted in social, historical, and linguistic development of a group. Some researchers say that at least 80% of African Americans speak some aspect of A/A Language.

• The ethnolinguists’ view forges the belief that the nonstandard languages developed without the benefit of the American educational institutions

Dialectologist Perspective

• A dialect is a variety that is spoken because one belongs to a particular region social class, caste, age, group, or other relevant grouping. They present what many consider to be a Eurocentric view

• Students just need to be taught the appropriate referencing and manner of English.

Creolist and Deficit Perspectives

• Creolist—see language more as a pidgin English that solidified into a linguistic entity over 2 generations

• Deficit—holds that nonstandard languages are nothing but bad or improper and the speakers are incapable cognitively of mastering Standard English.

• On the surface this view is easily refuted and today is seen as blatantly racist.

Linguistic Absolutes

1. All language is good. No language is inherently bad, improper, or wrong. P. 123

2. All linguistic forms are rule governed and patterned. They are not haphazard.

3. We acquire the language that is spoken by the primary caregivers at home, beginning at prebirth and continuing up to prekindergarten. The student that comes to school with all the rules of the language intact will have a positive view of the language. P. 124

Nonstandard Language Rules

• CLR educators, with the acceptance of the 3 linguistic absolutes, can validate and affirm nonstandard and can be aware of the 3 nonstandard language rules:

1. Just because there are certain usage or structure rules in Standard English does not mean the same rules are found in nonstandard

2. Must understand how the rule in the nonstandard came into place

3. Codeswitch appropriately to target language.

Great example p. 125-128

Effective Instructional Practices:

• Such terms as fix it, correct it, speak correctly, or say it like you make sense, will not be used in a CLR classroom.

• CLR instruction helps students codeswitch

Contrastive Analysis

• Language codeswitching is called contrastive analysis, which is the practice of comparing and contrasting the linguistic structure of 2 languages. This helps students understand the syntax of both and gives greater facility in using language.

Great charts again on p. 131-133

Chapter 7: Creating a Responsive Learning Environment

• Creating a positive learning environment is first step in creating a CLR classroom

• Organization of physical space, color, bulletin boards, etc. etc. all matter

Evidence of a Responsive Learning Environment

• Print rich—70% authentic and 30% commercially produced—well documented as vital

• Learning centers-reading writing, listening, math, science, and cultural

• Culturally Colorful

• Arranged Optimally—for presentations, movement, teacher and student space—viewing, movement capabilities, multiple functions

• Multiple Libraries—Variety and many books

• Use of Technology--

• Relevant Bulletin Boards

• Displayed Student Work and Images of Students

Appendix A.

FILLED with Protocols for Increasing Student Engagement pp. 152-164

Appendix B: Examples of Effective Attention Signals

FILLED with ways to attract students’ attention in a respectful manner

pp. 164-170

Appendix C: Culturally Responsive Books

FILLED with books that are culturally responsive to different cultures

pp. 171-189

Appendix D: culturally Responsive Read-Aloud Activities pp. 190-193

Appendix E: Culturally Responsive Literacy Strategy Activities pp. 194-203

Appendix F: Suggested Writing Activities pp. 204-205

Appendix G: CLR Learning Environment Survey pp. 206-210

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