ALC Newsletter - 12/14/2015 (Plain Text Version)

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In this issue:
LEADERSHIP UPDATES
•  LETTER FROM THE CHAIR
•  LETTER FROM THE PRESIDENT
SUMMARIES FROM 2015 TESOL CONVENTION
•  2015 AFFILIATE EDITORS' WORKSHOP
•  REFLECTIONS: TESOL SESSIONS STRENGTHEN AFFILIATES
ARTICLES
•  REPETITION AND MASTERY
•  DEVELOPING CULTURAL AWARENESS AND ACCEPTANCE IN THE CULTURALLY-DIVERSE CLASSROOM
•  NEWS FROM TEXTESOL V
•  WINDS OF CHANGE IN ELT
•  CELEBRATING OUR HISTORY...INFORMING OUR FUTURE!
•  INTERNATIONAL STUDENT ENGAGEMENT INITIATIVE
•  DEVELOPING A CAN-DO CULTURE FOR ENGLISH LANGUAGE LEARNERS
•  SMALL SCHOOL FOR BIG PROJECTS: THE MONTH OF ENGLISH CULTURE IN NIKOLA TESLA PRIMARY SCHOOL
•  IF YOU BUILD IT, THEY WILL COME: BRINGING THE CONFERENCE EXPERIENCE IN-HOUSE
•  TESOL ARABIA FEATURED IN THE PROFESSIONAL PROGRAM AT THE ABU DHABI INTERNATIONAL BOOK FAIR
•  THE FIRST ANNUAL MEXTESOL SPELLING BEE 2015
•  MATSOL PRESIDENT'S FALL LETTER
•  TRANSCENDING BOUNDARIES: SOCIAL MEDIA FOR WAESOL AND TRITESOL
•  LESSON IDEA: THE MAGIC OF THINGLINK
•  PERMACULTURE AS PEDAGOGY: SUSTAINABLE STUDENT ENGAGEMENT IN THE ESL/SIFE CLASSROOM

 

DEVELOPING CULTURAL AWARENESS AND ACCEPTANCE IN THE CULTURALLY-DIVERSE CLASSROOM

Cynthia McCartney, Lamar University, Beaumont, Texas, USA

As an instructor of ELLs in Texas Intensive English Program (TIEP) at Lamar University, I have had students from many different cultures and backgrounds in my classes. In these classes, I have observed that students tend to communicate primarily with students from their home country. Students who are the sole representative from their culturemay experience a feeling of isolation. When this occurs, steps must be taken to foster a sense of community in the classroom.

 In my class, from the first day, everyone learns the country of origin of each student in the class. We do this as we introduce ourselves and use the map on the wall to show the location of each homeland represented. As we work on developing speaking skills, I include everyone in every discussion and inquire about how the topic relates to their culture. Subsequent student-led discussions follow this pattern. Students from different backgrounds and cultures become connected and work together collaboratively. The result is that everyone is included, and this develops communication skills in the classroom. This is especially helpful in beginning and low intermediate ELL classes to develop listening and speaking skills.