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Linguistic Assets: Valuing Bilingualism

Kelly Alvarado Sabeen Chaudhry Mike de Vera Barbara Guerra-Torres

Definition of Multicultural Competence


Multicultural Competence, in a linguistic context refers
to the awareness, knowledge, and skills essential for working with linguistically diverse communities in our surroundings. Recognizing assumptions and biases regarding
languages Gathering information relating to languages of various cultural groups Demonstrating the ability to communicate across language barriers (Pope, Reynolds, & Mueller, 2004).

Overview of Activities
Intro question
Enable volunteers to reveal the assumptions we or others
commonly make in regards to bilingual students (awareness)

True/False
Opportunity to gauge student's knowledge about working
with bilingual students (knowledge)

Scenario Reflection
Dissect students perceived perceptions and the
opportunity to think about their own interactions with students (skills)

Activity #1: True/False



PURPOSE: Gauge students knowledge about working with bilingual students. REFLECTION: Participants reveal and acknowledge assumptions commonly made in regards to language
ability. With these points made conscious, our group was prepared to address the topic of linguistic diversity in their daily work. Required students to explain their True/False reasoning. Legitimized students' knowledge. Demonstrated to themselves their ability to begin to guide others.

Obiakor & Smith's (2003) "Understanding the Power of Words in Multicultural Education and Interactions.
Andersen & Ottesen's (2011) "School leadership and linguistic and ethnic diversity. Highlight the distinction between formal and informal English registers rather than invalidate a particular form of English.

Activity #2: Scenario Reflection


PURPOSE:

Have students identify common malpractices bilingual students face in the classroom & have tutors/leaders learn to combat them.

ACTIVITY:
Fast talker Slowing down and mispronouncing words

REFLECTION:
Discussion of position and intellectual and ethical development from
duality to evolving commitments

THEORIES:
Andersen, F. C. & Ottesen, E. (2011) & Russel Dianopli (2009) Perry (1968)

Group Reflection
Strengths Challenges

Easy to apply to work with SUYI Willing to ask for help

Small group size = low energy Not relating to outside of SUYI (e.g. SU community)

Conclusion
Lessons learned
Adapting to the circumstances Diversity within bilingual population
Challenges Resist the low energy!