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Check & Connect: Increasing students' engagement and persistence in school
Check & Connect is a model of sustained intervention for promoting students' engagement at school.
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Working With Culturally and Linguistically Diverse FamiliesWorking with children and families from culturally and linguistically diverse backgrounds poses special challenges to early childhood educators. To meet the needs of all members of the school community, efforts should be made to ensure that the school system as a whole and each of its components (including individual classrooms) strives to achieve “cultural competence."
What is Cultural Competence?
- Have a set of values and principles that recognize diversity;
- Demonstrate behaviors, attitudes, policies, and structures that enable them to work effectively cross-culturally and value diversity;
- Conduct self-assessment to ensure sensitivity to cultural characteristics;
- Be committed to manage the "dynamics of difference;"
- Learn about and incorporate cultural knowledge into their practices, and
- Adapt to diversity and the cultural contexts of the communities they serve.
Why is cultural competence important?
- In some cultures, a certain facial expression may be sufficient to get students’ attention and quiet down the noise level in the room; in others, shouting and verbal bantering is the norm.
- Gentle hands-on-hands guidance during play can be comforting and effective for some children and very disconcerting and upsetting to others. Levels of comfort with these types of interaction can also be affected by whether the nurturing adult is male or female.
- In some homes, children are encouraged to look down or away when being spoken to by adults. This culture-specific respectful behavior can easily be mistaken as a show of defiance if not understood in a culturally competent context.
Keys to Developing Effective and Collaborative Relationships Within Culturally Diverse Communities
- Ask yourself whether these characteristics are contributing to your understanding of what services and supports this student might need to succeed in school.
- Explore any cultural characteristics that might be different from those of teachers and other students, and be sure that they complement (or at lest, do not interfere with) the child's full participation in the learning community. Examples of issues to be considered might be: where and when children sleep, when and if children should have recommended or required immunizations, and discipline issues such as time-out and spanking.
2. Find out whether the families being served recognize and share your values and assumptions and, if not, how their views differ from yours. Be sure to listen carefully, have an open mind, and reserve judgment.
- For example, the family of a four-year-old allows her to stay awake well past what you might think to be a reasonable bed time (e.g., 8:00 p.m.) because her father does not get home from work until 10:00 p.m., and she is off to school before he wakes up in the morning.
- Susan McBride (1999) reminds us that information should be provided in languages that are readily understood by the family members and that translators and interpreters should be on hand as needed to promote family participation in a child's education. Developing a "survival vocabulary list" in the native languages of the families in your classroom can also be a welcome offering, especially when it is tailored to and shared along with discussions of children's progress in the general curriculum.
This article was originally published by RecognitionandResponse.org, copyright © 2007-2008 National Center for Learning Disabilities, Inc. All Rights Reserved. Used with permission.Language Assistance Line
The language assistance line is a voicemail service checked on a regular basis by Spanish, Somali and Vietnamese speakers. Parents can call this line to leave a message that needs to be translated for a particular school building. Staff can call this line and press the language they are needing assistance with to leave a message and a Spanish, Somali or Vietnamese speaker will call them back for translation assistance.
LINEA DE ASISTENCIA DE IDOMAS
QADKA (LINE) LUUADA LOOGA CAWIYO
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