The Challenge of Multiculturalism

The readings for this week had very unique perspectives. While I disagree with a lot of the information provided, I can respect the authors’ opinions. The articles have also opened my eyes to problems with the idea of multiculturalism that I had not thought of.

One issue that I have an issue with is schooling as assimilation. Everyone has a different family heritage and culture. To assume that we all have the same historical past is naïve. Children need to learn their own cultures historical background. To inhibit them from learning their place in history can make them feel less valuable as a part of history.

The idea that American schools were created to make Americans out of Europeans helps to explain why history books (even to this day) mainly cover history that occurred on American soil – even though much of the early immigrants’ history occurred in other countries. We each have an ingrown idea that “our history” is the most important.

While it would definitely be difficult to cover world history in a traditional history class (excluding a world history class), there are ways to integrate multiple histories into one text. I would love to see a history book that gives multiple perspectives for each lesson, depending on the cultures involved.

While I do agree that there can’t be one history that satisfies all, I do not agree with the author’s assumption that a multicultural curriculum would make Americans into nothing at all. While a multicultural text may not be white-centered, it would benefit ALL Americans in a positive manner and help to build identity and certitude in all Americans.

How Do I Teach Grammar?

Personally, I feel that spoken grammar is very important. Not only for basic communication, but more importantly individuals who speak proper English feel more confident in their ability to communicate and inevitably their confidence will radiate outward. Also, if one speaks grammatically correct they give the impression of intelligence (whether they are or not :).

ESL as well as non-ESL students benefit immensely from the inductive approach. All students understand information at a deeper level if they are able to draw their own conclusions and answers.
When teaching grammar, I generally start with an exercise that introduces the new grammar concept. Next, I ask questions about the concept, this enables the students to make their own connections. As the lesson progresses I continue to facilitate the students while they are doing their own learning. Grammar can be very tricky for ESL students because many may not understand grammar 'jargon'. For this reason is is so important to help them see the answers without verbally telling them the answers.

www.a4esl.org is a great resource for ESL exercises. Another invaluable resource is www.rong-chang.com . Both resources have very useful links for teachers and students.

~Melissa

My Working Definition of Multicultural Education

I believe that multicultural education is a process by which students learn a deeper respect for the different aspects and qualities in everyone. Students learn not only how and why we are each different, but they are able to respect the differences and others and be proud of the uniqueness in themselves. More importantly, I believe that multicultural education goes much deeper than curriculum and activities. It is a transformation of the idea of normal or what one should be and a celebration of who we are and how we are different. While this can be “taught” in lectures, it is much more beneficial if the students “live” it in the classroom culture – the ultimate goal being to positively affect social change. As pointed out by Paul Gorski, this can only be reached by a transformation of one’s self, the schools, and ultimately society.

Defining multicultural education is very challenging because people tend to define it by what they feel are the shortcomings of all mankind. Also, people tend to focus on one or two aspects of multicultural education as the definition not realizing the entire picture.

I feel that one of the biggest challenges facing classroom teachers as they strive to implement multicultural practices in their classroom is being able to identify teachable moments that will be the most beneficial to their students. Also, when creating a multicultural curriculum you must always strive to create pride among the various cultures and individuals in the classroom. This can be difficult because everyone is different!
Paul Gorski compiled a list of 20 (self-) critical things that you can do to be a better multicultural educator. While each statement is quite powerful, one of the ones that stands out the most for me the importance of pronouncing everyone’s name correctly. Your name is an extension of yourself and your being, if a teacher does not care enough to pronounce your name correctly, do they really care about you? When my sister was in fourth grade her teacher could not pronounce her name, Clarissa. She called her /Clirēsa/ the entire year. My sister never liked her - coincidence? Maybe. Still yet, she was always my favorite teacher (and yes, she pronounced my name correctly).

Welcome to my first blog!!

My name is Melissa Taylor. I am currently employed at Barfield Elementary as a CDC EA and I am working on a Master of Curriculum and Instruction with a Concentration in ESL, now that is a mouthful! I am a single mother of a two year old drama queen and a six year old special needs son. Sometimes I feel as if my cup runneth over, but then I remember how lucky I really am. Oh, I almost forgot - I am so excited - I have officially created my first blog :) !!