A 5-step action plan, specific to two language cultural groups, for promoting social inclusion, ...

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A 5-step action plan, specific to two language cultural groups, for promoting social inclusion, understanding, and mutual respect by Mind Map: A 5-step action plan,  specific to two language cultural groups, for promoting social inclusion, understanding, and mutual respect

1. INDIAN

2. CHINESE

3. Build supportive environments that respond to immediate social, cultural and linguistic needs of EAL students:- “

3.1. • Who

3.1.1. teaching staff trained in cross cultural communication/student and parent access to support services –provided by counselors, tutors, mentors, parent coordinators

3.2. What

3.2.1. Build relationships with the families of English Language Learners. Learn to be engagement parents in their children’s education. This includes communications that are written in the language of the parents. Learn about the backgrounds and cultural beliefs of the students in your classroom.

3.3. When

3.3.1. In school when students are enrolled

3.4. Where

3.4.1. In the classroom, during school days, social functions organized in school

3.5. Why

3.5.1. It is important to make students feel welcome in a new environment and comfortable enough learn other cultures.

3.6. How

3.6.1. A new student welcome BBQ, a parent community network coordinator to help new students settle in. The counselor is available for the parents or student and keeping in touch with any concerns.

4. 2. Develop a Multicultural Curriculum

4.1. Who

4.1.1. The Administration and Curriculum Developing Teams

4.2. What

4.2.1. Integrate intercultural learning into music, arts ,history, geography which will develop linguistically diverse students

4.3. When

4.3.1. During class times in regular subject classes, celebrate prominent holidays of the countries represented in class, Model United Nations Day that celebrates all cultures.

4.4. Where

4.4.1. It can be learned in class and re-enforced in the EAL class and the school wide community

4.5. Why

4.5.1. All students in the class develop pride in their origins and are encouraged to study and share them. They gain a greater understanding of world cultures and world geography. Students from diverse backgrounds develop pride in their heritage. When they see their home cultures and languages being studied in the mainstream classroom, they feel that their culture has been validated.

4.6. How

4.6.1. Incorporate multicultural information, resources, and materials in all the subjects and skills routinely taught in schools. Literature in the classroom would reflect multiple ethnic, language and cultural perspectives. Classrooms should display and use pictures, books, labels and other information from School walls, decorations, labels, reflect an awareness of and welcome to the newcomers. Signs in many languages welcome the community to the school. A list of all people in the school who speak each language represented in the school is kept in the main and nurse's offices in case of an emergency. different cultures. Teachers should learn a few words in the languages of the students in their classes.

5. Bully free environment

5.1. Who

5.1.1. The ESL Teacher , Class room teachers, School Counselor

5.2. What

5.2.1. Awareness to the school community that the administration, teachers, students are informed of varied bullying that goes on in school and that measures will be taken to overcome situations of bullying.

5.3. When

5.3.1. During class room sessions, keeping eye on these student during breaks and lunch time to be aware of what’s happening in their environment

5.4. Where

5.4.1. In Class rooms have discussions on how to identify bullying and to be assertive.

5.5. ? Building community and encouraging classmates to be of assistance to each other goes a long way in helping ELLs avoid problems with bullies.Thus enabling the ELL’s a comfortable bully free environment.

5.6. Why

5.7. How

5.7.1. -The ELL Teacher can teach assertive language skills to the ESL class. Teach them strategies of standing up to a bully. -Work with class room teachers on addressing bullies.Have posters in school on where/whom the victims can go to express their issues.

6. Establishing an Atmosphere of Acceptance

6.1. Who

6.1.1. The class teacher, class room students have parent volunteers or older students who speak the newcomers' languages take your new students on a tour of the important places in your school.

6.2. What

6.2.1. Prepare the main stream students to welcome the EAL students. Learn to pronounce their names, bilingual student or parent show newcomers immediately where the bathrooms are and explain what the rules are for leaving the classroom.

6.3. When

6.3.1. On the first day of arrival in school, in the classroom and school premises and continue throughout the school year

6.3.2. On the first day of arrival in school, in the classroom and school premises and continue throughout the school year

6.4. Where

6.4.1. In class and during school hours

6.5. Why

6.5.1. A good relationship with classroom teacher and classmates will provide a great deal of the help and support newcomers need to cope with the challenges they face. This can't be emphasized enough. The more comfortable newcomers feel in your classroom, the quicker they will be able to learn. The more anxiety students experience, the less language they will comprehend.

6.6. How

6.6.1. Give lots of encouragement and praise for what the student can do. Don't dwell on all that they can't yet do. Create frequent opportunities for their success in your class. Don't call upon them to perform alone above their level of competence.If newcomers can read in their own language, have a welcome letter ready for them. Before newcomers start school, have a bilingual person explain what a fire drill is. Schools in many countries do not conduct fire drill is and the noise from the alarm can be very frightening to a new arrival

7. Promoting ” Mother Tongue day”

7.1. Who

7.1.1. School administration, parents, teachers

7.2. What

7.2.1. - Employ a tutor for the school through parents or staff to encourage the children to start mother tongue classes.

7.3. When

7.3.1. -In school during the language acquisition class times

7.4. Where

7.4.1. When other children are learning Spanish or French, the ESL students can opt for mother tongue classes.

7.5. Why

7.5.1. This is a strong reason to make sure they do not have gaps in mother tongue language or cognitive development. And secondly, ESL students who turn against or otherwise neglect their mother tongue can often suffer from problems of identity loss or alienation from their parents, and from their grandparents or other family members in their home country

7.6. How

7.6.1. Have lessons each week developing mother tongue proficiency. School & Parents can make sure that they have good reference books or text books in the native language. Students should be encouraged to read good literature and to discuss school work. Some of the long summer vacation could be devoted to mother-tongue learning and reading. Have a mother tongue day- where parents from all nationalities read to their children a story share experiences from their country .We have had this at OSC-Primary School and it’s been very successful.

8. Works Cited Centre, H. (n.d.). The Hofstede Centre. Retrieved Nov 8, 2014 , from The Hofstede Centre: http://geert-hofstede.com/china.html Haynes, J. (1998-2008). Establishing an Atmosphere of Acceptance. Retrieved 11 7, 2014, from Everything ESL.net: http://www.everythingesl.net/inservices/nurturing.php Haynes, J. (1998-2011). Authenticity in the Language Classroom and Beyond entitled Sticks and Stones: Preventing Bullying in the Elementary School. In b. J. Haynes, Authenticity in the Language Classroom and Beyond entitled Sticks and Stones:. Imporatnce of the mother tongue. (n.d.). Retrieved Nov 8, 2014, from Imporatance of the mother tongue: http://esl.fis.edu/parents/advice/intro.htm