It's NOT All Or Nothing (cont.)

Dr. Claude Goldenberg, a Stanford education professor, has recently commented that there is very little evidence that culturally accommodated instruction has an impact on English Language or Hispanics. He argues that research has shown that familiar content does promote learning and comprehension but adds that there are lots of ways to make things familiar. Therefore, the question needs to be, "Does familiar material have to be part of the learner's home culture or does it simply mean that the learner has had sufficient experience with the content of the material?"

Goldenberg goes onto share something that is extremely important to remember and that is language of the reading material in relationship to students' language proficiency has more impact on reading comprehension than did familiarity with the content.

Obviously and as Goldenberg notes, even though familiar content will help a learner to learn the language and the academic curriculum at a faster rate, what is familiar shouldn't be limited to what is part of his/her home culture.

All this is not to say, as Goldenberg reminds us, this is not to excuse an educator from becoming familiar with and respectful of a learner's home culture. Being able to make connections for the learner based on his/her home culture is not only good teaching but it's beneficial to the student regardless of the impact it has on student learning per se. Plus, it will be worthwhile for other students to learn about cultures other than their own.

Yet, Goldenberg reiterates that there has not been one study conducted that has shown that culture-based curriculum improved achievement in reading and writing and those that do claim this connection have research design problems. He adds, though, that this is a worthwhile topic for investigation.

Dr. Roland Tharp, a research professor from the University of California Berkeley, says that even though it is difficult to provide empirical research concerning the effectiveness of culture-based instruction, he contends that research in this area needs to be given a high priority. He says that there have been studies that have shown "culture-based education systematically produces greater student engagement, greater parent involvement, better attendance rates, lower dropout rates, and general satisfaction of all participants, as opposed to a standard, traditional program based on mainstream models." Even though studies, according to Goldenberg, haven't shown the connection, yet, it would seem that these outcomes Tharp mentions could influence and improve academic achievement. To know this, we obviously need studies that carefully separate out cultural accommodations for examination as Diane August, a senior research scientist at the Washington Center for Applied Linguistics, recommends.

August asks the all important question, "Is it the cultural accommodation or the teaching that matters?" and then Dr. Luis Moll, an education professor at the University of Arizona, reminds us of the importance not to focus only on test scores as a learning outcome indicator. Doing so could cause us to miss other outcomes such as an increase in student engagement and participation which could be just as beneficial to the student, if not more so.

My note: Lessons learned from this discussion:

1. Research studies need to be conducted that carefully separate out cultural accommodations to better understand the impact they have on student learning as well as other outcomes that are beneficial to the student.
2. Whether cultural accommodations improve student learning or not, teachers who are familiar with a learner's culture can use that knowledge to help make connections for a learner.
3. It is beneficial for students of all cultural backgrounds to learn about other cultures.
4. IMPORTANT: Rather than using only that with which a learner is already familiar, it is important for a teacher to expand and increase a learner's familiar world.

Information for the content in this blog post came from a personal email with Dr. Claude Goldenberg and an article from Education Week entitled Evidence on Effect of Culture-Based Teaching Called Thin by Mary Ann Zehr which was posted and retrieved online on January 8, 2008.


January 8, 2008 on line at Education Week

Be Proactive

Today's post will focus on: 1) What it means to be proactive, 2) The benefits of being proactive, 3) Why it's essential that we be proactive concerning the education of our diverse learners, and 4) What we can do to be proactive.

What it means to be proactive:

• Focus on what is wanted rather than what isn't
• Take responsibility rather than blame outside circumstances, seeing them as obstacles or problems
• Choose and control response to circumstances (people, events, environment)
• Create events and opportunities by setting one's own goals
• Go forward with purpose
• Keep readjusting the sails to arrive at the target goal
• Ask, What can I contribute?, rather than, What can I get? or What can I achieve?

The benefits of being proactive:

• Won't be doomed to work to achieve the goals of others
• Won't be holding high the banner of emotionally charged issues
• Won't go with the flow that leads to undesirable outcomes
• Won't rely on "silver bullets"
• Won't feel "acted upon" leading to resentment and ill-will

Thus...Circle of influence will be expanded which will result in an increase of power

Why being proactive is essential to improve the education of our diverse learners: If those who are knowledgeable about "what works" for diverse learners through research/study and/or experience don't take a proactive stance in advocacy, they will find themselves taking a reactive stance to the policies set by those who are not knowledgeable about the issues. 'A reactive stance is not nearly as powerful as a proactive stance.

What to do to be proactive:

When Linda Darling-Hammond was in Salt Lake City for an Education Policy Forum, I asked her to respond to the following comment by the late Dr. Ronald Edmonds from Harvard University:

"We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven't so far."

Edmonds, R. R. "Effective Schools for the Urban Poor." Educational Leadership 37 (1979): 15-27.

Darling-Hammond's response was enlightening and thought-provoking. She asked, "Who is the 'we'?" It was at that moment that I realized that not everyone knows and that what Walter Kelly's creation, Pogo, said, "We have met the enemy and it is us" definitely applies. It is up to those who have researched and studied this issue to educate those who aren't knowledgeable.

By taking the following steps, we can expand the "we."

1. Be knowledgeable about the issue focusing on "what works" rather than what doesn't
2. Network with others who are knowledgeable
3. Work together to identify, pinpoint, and prioritize the key points/goals/desired outcomes and be able to succinctly articulate them
4. Devise a plan that will embrace a variety of avenues to share #3 with policy makers, students, educators, parents, community groups, the general public, etc. and let them know specifically how they can contribute to the cause
5. Follow up so everyone feels responsible and accountable
6. Keep "readjusting the sails" until the desired goals and outcomes are achieved

Victor Frankl survived the Nazi death camp at Auschwitz by discovering the ultimate freedom "to choose one's attitude in any given set of circumstances, to choose one's own way." We are facing some dire circumstances in the education arena, especially in regards to our diverse learners. It is my hope that we who are committed (and those who should be!) to serving our diverse learners will grasp a proactive attitude....and choose our own way... a way that advocates for what works for our diverse learners.