Rebekah Zuberbuehler

Final Assignment
CISL 552
Part I
1. In order to work effectively with ELLs, content teachers need to learn more about how
learning interacts with the culture, religion beliefs, and cultural values of their students.
Prepare a chart, diagram, or other visual aid which depicts the major theories and
research related to the nature and role of culture in language development and academic
achievement, and distribute it to your professional colleagues.
This chart covers the basic concepts a teacher might need to know if an ELL is entering their
classroom. It is meant to be a brief “hand guide” that provides an overview of important concepts
and theories associated with TESL.

Theory/Concept What is it? Why is it important? How can you use it?

This states that cultures are

different from one another
on a scale that ranges from
high to low (Lustig &
Koester, 2013, p. 102).
Be aware when
Teachers interacting with
In Japanese, African communicating with
students who come from a
American, Mexican, and someone from a high-
high-context culture need to
Latino cultures, or high- context culture. Work
be aware of this. People from
context cultures, they together to find a common
these high-context cultures
prefer to high-context understanding in
Hall’s High and may lose meaning when
messages (Lustig & Koester, communication. Know their
Low Context communicating with others
2013, p. 102). The meaning beliefs, norms, values, and
Cultural from a low-context culture.
is implied by the setting or social practices might differ
Taxonomy Meaning, they may not have
an implied part of the from your own, and this can
the same beliefs, social
individual’s beliefs, norms, skew their understanding of
norms, values, or practices.
values, and social practices your communication. Take
This can lead to
(Lustig & Koester, 2013, p. the time to get to know them
misunderstandings and
102). In this case, meaning and their beliefs, celebrate
miscommunications.
does not need to be differences!
explained, it is already
shared between the two
parties (Lustig & Koester,
2013, p. 103).

In German, Swedish,
 European, American, and
English cultures, or low-
context cultures, they
prefer to use low-context
messages (Lustig & Koester,
2013, p. 103). Here, the bulk
of information is found in
direct, explicit, code,
meaning needs to be
clearly stated (Lustig &
Koester, 2013, p. 103).

While it is impossible to
know all non-verbal codes in
every culture, we still need
Nonverbal codes are in
to be aware of them, and do
almost everything we do.
our best to avoid negative
We hold these codes in the
misunderstandings.
way we dress, the way we
move, how we speak, when
Best advice is to just keep
we speak, etc. These
your hands down (Cotton,
nonverbal codes will vary
2013). Try to avoid the use
across cultures, each culture
of ‘common’ gestures when
holding a different set.
you are speaking (this is
where many
For example, hand gestures.
misunderstandings will take
Across cultures, they can be
Body movements (gestures), place).
Non-verbal quite different, and mean
space, touch, time, voice,
Codes different things. For
tone, etc. However, making a miscue,
example, the ‘OK’ symbol.
or mistake, is seemly
In Japan, it means ‘money’
inevitable. Therefore, as
(Cotton, 2013). However, in
teachers we should prepare
France it is used to signify
for it. Being ready to
‘zero’ (Cotton, 2013).
explain how the American
culture is different, and
Another example is the peace
apologize for the misstep. It
sign. Show this sign with
is something the teacher,
your palm facing inwards in
student, and student family
Australia, South Africa, or
will work on together.
the UK, and you might have
Understand this is a big
some people unhappy with
adjustment that families are
you (Cotton, 2013).
undergoing.

Lustig and Koester (2013)
suggests that the US is
already considered a
multicultural society. As
the United States becomes
Teaching in a more diverse, our
Culturally classrooms will become
Diverse more diverse. They will be
Classroom filled with children from
diverse backgrounds,
holding different views and
experiences.
While people can have
positive outcomes when
Intercultural
interacting with others from
Contact
different cultures, that is not
always the case. There can
actually be a few different
If the US is in-fact a
multicultural society,
teachers need to be ready
to teach multiculturally.
How can we teach a group
of students from different
backgrounds, different native
languages, different values
and norms, the same
content? We need to figure
that out. We need to adjust
our classrooms to
accommodate for it.
Look to the right for a few
steps you can take to help
transition your teaching for a
multicultural classroom.
Intercultural contact can
create stress, changes in
behavior, changes in
characteristics, and other
adjustments (Lustig &
Koester, 2013, p. 290).
1. Respect students’ native
culture
2. Celebrate differences
3. Build personal
relationships with
students and their
families
4. Teach expectations
directly (do not assume
they know how to
behave in certain
settings)
5. Be understanding of
cultural mishaps (they
are learning a new
culture)
6. In planning lessons, keep
in mind students’
cultures and language
skills (will they be able
to accomplish your
learning objectives? Do
you need to modify any
parts of the lesson based
on their cultural
differences?)
7. Provide frequent and
specific feedback
Retrieved from: (Burnette,
1999)
As a student’s teacher we
need to be mindful of their
behavior and feelings during
this time.
Be encouraging.
 outcomes that derive from
intercultural contact (two
cultures interacting).
During this stressful process
of change, it is common that
many people possess
negative feelings toward
their new culture as they
hold onto their old ways
(Lustig & Koester, 2013, p.
270).
Provide a welcoming
environment in your
classroom.
Do not “throw out” the
student’s native culture.
Allow them to talk about it,
keep them in touch with
their roots.

In any culture change people Allow them opportunities to

will go through the process share and connect their
of adaption. This includes native culture with the new.
physical, biological and
social changes (Lustig & Get creative with lessons.
Koester, 2013, p. 291). They Make learning a new culture
are having to eat new foods, fun and interesting!
exposed to new viruses and
bacteria, forced to
communicate with others
differently, and define
themselves in a new way
(Lustig & Koester, 2013, p.
291).

2. Participating in cross-cultural studies and cross-cultural extracurricular activities help

students to learn about other cultural values. Discuss the major concepts, principles, and
theories pertinent to culture and identity as it affects individual students’ learning.
The Cambridge Dictionary (n.d.) defines identity as, “who a person is, or the qualities of a
person or group that make them different from others.” As humans, we all have an identity, or
find our identity in something. Our text provides us with three types of identity. First being
cultural identity, one’s belonging to a certain culture or ethic group (Lustig & Koester, 2013, p.
130). Secondly there is social identity, developed by cultural identity; the different membership’s
people have with their culture or ethic group (Lustig & Koester, 2013, p. 131). Lastly, personal
identity, the unique characteristics that make someone who they are, differing from their culture
and social groups (Lustig & Koester, 2013, p. 131). All of these identities seemed to be linked
and affected by one another. For example, I am a middle-class American Christian (my cultural
identity). I hold values like honesty, bravery, respect, and have a set of norms in which I follow.
My social identity derives from that. I have a church family, friend groups, neighborhood
friends, etc. Lastly, my personal identity which is what makes me, me, ultimately affecting
where I find my other identities.
These identities can affect students’ learning because they have a direct effect on one’s self
efficacy. Self-efficacy refers to one’s belief in his/her ability to perform, and succeed, in specific
situations or accomplish certain tasks (Carey & Forsyth, n.d.). This belief will be framed around
one’s identity and culture. Research has shown that self-efficacy, and the amount of, will vary
from culture-to-culture (Ahn, Usher, Butz, & Bong, 2016). Ahn, Usher, Butz, & Bong (2016)
conducted interesting research on academic self-efficacy, and students’ ability to perform in
mathematics within each culture.
It is known that high academic self-efficacy will cause students to exert greater effort, feel lower
anxiety, and ultimately, attain higher achievement (Ahn et al., 2016). They found that sources for
students’ self-efficacy develops from experiences with family, teachers, and peers (Ahn et al.,
2016). This can also be affected by students’ belief in cultural stereotypes. Again, I believe this
shows how important it is to have positive classroom environment. Self-efficacy can directly
affect academic achievement (Ahn et al., 2016). Therefore, the importance of encouraging
students, building strong, positive relationships is high. I believe this can begin by encouraging
students that they are capable of achieving, and learning, anything, regardless of their
background. Break down the walls of cultural stereotypes and rebuild a positive environment in
which the students, with the help and encouragement of peers, family, and teacher, will be able
to accomplish their academic goals.
3. Productive partnerships within and between school professionals and ELLs’ parents are
essential to teaching and learning in general. These partnerships are especially important
to the academic progress of ELLs, who may suffer racism or discrimination. Design and
implement a tolerance learning activity in a digital media which involves ELL parents and
incorporates at least one major ESL theory or piece of research related to the nature and
role of culture in learning.
This section of my final project is divided into three parts, as there are many fantastic ways to
involved ELLs and their families in the school. Part one involves the student, part two involves
the parent, and part three involves educating my fellow co-workers on ways to engage the ELL
student and their families.
Part One (actively engaging the student): The following is a Google Form survey (completely
optional). The ELL student can do this on their own at school or at home, or with the ELL
teacher (if they need it read and explained to them). It is a simple “get to know you” form. The
student can include as much information or as little as they would like. Afterwards, the teacher
can take the digital results (from the Google Doc spreadsheet) and put together a one-page digital
collage (on PowerPoint or other software) about the student (teachers can be as creative or
simple as they would like). Since the results are digitized, this shouldn’t take very long. The
student may also want to include a photo of their choosing, or ask to have one taken to include
(the student may also want to help in the design of the collage, this would be a great
opportunity).
After obtaining the parents’ and student’s permission, the completed collage will be printed and
posted on the “All About Me” bulletin board at the front of the school. This bulletin board will
be made up of other ELL students’ collages. The collage may also appear on the informational
TVs mounted around the school. When it is first posted, a student from the ELLs class will be a
guest on the morning announcements introducing the student to rest of the school (reading the
info and introducing their new friend). This will be a fun way to welcome the student to the
school, and allow the student body to get to know him/her a little better. The information the
ELL provides can be used as conversation starters and commonalities for the other students.
Link to “All About Me” Google Form:
https://docs.google.com/forms/d/e/1FAIpQLScOPvo293lOMA2WCZCSQ2dfDpose_DQCftjBU
MLSk9c1yU3iQ/viewform
Example of a completed collage (created on PowerPoint):

Part Two (actively engaging the parents/guardians): To establish parent-teacher

communication, the parent(s) will be asked to write the teacher a letter (in the language they feel
most comfortable with, it can be translated) at the beginning of the year (again, this is optional).
Why a letter? They might feel more comfortable writing their thoughts, ideas, and concerns.
However, parents/guardians are also welcome into the classroom for face-to-face meetings
discussing the same thoughts.
In this letter they can discuss the student’s personality, interests, strengths, and anything else
they think the teacher should know (concerns, etc.) (Breiseth, n.d.). This will establish a positive
relationship with the parent and allow the teacher to gather useful information that might have a
significant impact on the student inside classroom (Breiseth, n.d.).
Part Three (actively educating fellow staff on engaging ELLs and families): To ensure my
school has a grasp on welcoming our culturally diverse families, I have created a Prezi to present
to the school administration and faculty. It will explain ways we can connect and welcome our
culturally diverse families (involving the parents and students).
Prezi: http://prezi.com/ogiscii8ippz/?utm_campaign=share&utm_medium=copy&rc=ex0share

4. Involving ELLs in hands-on projects and authentic tasks are great ways to enhance
individual students’ learning. Create a culture-based task that supports individual
students’ learning.
Cultural Learning That Supports ELLs
In the case of a multicultural classroom, besides adjusting my lesson plans, the most important
thing I could do is respect the students’ cultures. I think it is so important to allow the student to
express their heritage and share it others, including the teacher. Whatever the lesson might be, it
might be valuable to allow students the opportunity to share with you how that lesson applies to
their heritage (as long as the student is comfortable sharing). This could be done by creating a
Venn-Diagram comparing the two cultures. Another great idea is hosting a food festival to share
within diverse cultures; so much can be learned by tasting a country’s food! By inviting the
ELL’s parents in to speak, you are promoting parent involvement and culture respect! The
experience can be quite educational to learn about another culture, another place in the world,
first hand.
To take it to the next level, the teacher could have cultural weeks throughout the school year (one
for each ELL student). When it is the ELL’s week (each ELL will have their own week) they
will be given the opportunity to share whatever they would like about themselves and their
native culture. This would be similar to student of the week. They would bring in a poster they
created at home that has pictures, facts, etc. about themselves and their native culture.
Throughout the week the student might bring in food for the class to try, dress in their native
clothing, share traditions, local hobbies and games, and speak native language (teaching the class
new words daily), making it very hands-on for the other students. On Friday, the student’s parent
will be allowed to come into the class and share in the cultural experience as well. They can
bring food, books, crafts, activities, play games, whatever they would like to share with the
student’s classmates. This will allow the ELL student to share and celebrate their native culture,
as well as promote cultural learning for the other students.
Modifications & Strategies to Support Individual Students’ Learning
However, in daily lessons, I need to make sure I am using many different strategies (and
modifications) in order to support the ELL’s individual learning needs. I have listed a few below:
1. KWL Charts
 They will allow me to recognize what the student already knows about the topic.
(What do they already know and what do they want to know?). This will help me
better understand where they are on subject and I can better modify my
instruction based on that.
  Recognize any immediate cultural differences.
2. Word lists/word walls
 During discussions, or at the beginning of a lesson, I will have students think of
short phrases and words related to the given topic, and record them on the board
(or have a list already created and discuss the words listed).
 As we gather (or read) words, we will define them and give examples of how to
use them in their writing.
 This will help the student who is from a different culture understand how these
words are used in our culture and what they mean. It will also help the rest of the
class understand these words better.
3. Written Directions (step-by-step)
 Other than the teacher speaking, the students might have no clearly written
directions. This is something I would want to modify for my ELL student(s) (for
larger, more complex, assignments and activities).
 Written in a step-by-step form, this would show the ELL student a clear process
they need to follow.
 Also, this will allow the student(s) to read each step as many times as needed, and
follow directions/steps at their own pace. As these students process the language
slower, they will process directions slower, so they might need to have written
directions to fall back on.
4. Pre-Teach
 The content I am teaching may be a new topic for the students, and even more
unfamiliar to an ELL.
 I will provide the ELL with resources and information before the lesson. As the
lesson might require jumping into discussions, observations, and experiments, the
ELL might have trouble understanding at the same rate as other students.
 Therefore, a few days before we begin I will provide the student with a few
videos, notes, and additional resources.
 They will be able to watch these videos as many times as they would like, and can
reference them again later. This will hopefully promote better understanding as
we begin the lesson, and they will better know what things to look for when we
take our observations.
5. Demonstration (examples)
 ELLs might need additional directions, or definitions when beginning a new
activity.
 A demonstration, or completed examples, might help the ELL further understand
what is expected of them.
6. (Science) Writing Workshops
 I teach a lot of science in my classroom. I have seen many students struggle with
writing in science. They do not know what to write, how to write, what words to
use, they just can’t seem to capture the experiment in any detail.
  So, I know an ELL would struggle as well. Therefore, before conducting an
experiment I would have a mini science writing workshop.
 During this time, I would ask students to provide me with sentence starters.
 For example, before conducting an erosion experiment (demonstrating erosion
with cookies): The water made my cookie…, (blank) had the greatest effect on
my cookie. I think this is because…, etc. As well as, provide good observation
words/action verbs (crumble, break, washed, weathered, eroded, etc.), etc., and
writing them on the board.
 When the students are writing observations, they can just these words and
sentence starters to help them make their recordings.
 This can be applied to other subjects and activities as well.
Part II
5. For many communities and ethnic groups, language is a process through which they
preserve their culture. As such, language serves as a marker of both culture and identity.
Based on your coursework, research, and teaching experience, describes how your
students’ cultural groups and cultural identities might affect language learning and school
achievement.
As I stated before, I believe a student’s culture identity can affect their self-efficacy. In turn,
affecting the way in which they learn inside the classroom. However, my other culture factors
can influence students’ learning. A study by Martínez-Fernándeza & Vermunt (2015)
summarizes these affects as follows:
“Boulton-Lewis et al. (2000) stated that many factors influence formal learning experiences
across all cultures including learning environments, instructional techniques and the
strategies students use in order to learn. Other authors reported that Chinese learners do not
see memorization and understanding as opposite (Law and Meyer 2010; Marton, Wen and
Wong 2005). A similar finding was supported by Marambe (2007) regarding Sri Lankan
medical students. Likewise, after studying a sample of first-year undergraduate students in
Indonesia, Ajisuksmo and Vermunt (1999) found inconsistent results on the “personal
interest” ILS subscale and explained this result by referring to parents or family members
influencing the students’ choice of specialization in their studies within the collectivist
Indonesian culture”
As the population of ELLs in the US grows more and more cross-culture studies based on these
findings are being conducted (Martínez-Fernándeza & Vermunt, 2015). In the study of Martínez-
Fernándeza & Vermunt (2015) they summarize research conducted across different European
and Asian countries showing that the interest of learning patterns are more connected with
success in more contexts than strictly reproducing the information (rote memorization). They
summarize the patterns of learning in the figure below.
I really like this figure because I think it could be applied to any group of students. If the lesson
is meaningful, important to students, and deep learning focused (MD) they will have a high
learning outcome. On the other hand, if the lesson is focused around memorization, and simply
achieving a grade they will have lower learning outcomes. And, all of this is affected by previous
academic experience. This is such a great diagram, and can help greatly when beginning to teach
ELLs. Educators should be building off of their previous academic experiences, focus of
meaning directed lessons, and take into account the student’s native culture in order to create the
most effective lessons. Otherwise, their learning outcomes will be lower.
6. ELLs become more engaged when teachers acknowledge and recognize the importance of
their culture and cultural heritage. Organize a Mini-Cultural Expo which reflects
students’ cultural identities and educates the school community about ELLs using digital
media. Involve ELLs and their families in the planning. Post the design of the Expo in
your Micro Culture Project.
ALL ITEMS FOR EXPO ARE ADDITIONALLY ATTACHED
(Word Doc: Culture Expo, PDF: Culture Expo Flyer & legal issues flyer)

7. Identify current local and state educational and legal policy issues that affect (or have the
potential to affect) ELLs and their families. Create resources—a poster or slideshow,
digital media and pamphlet, for example—that can help ELLs and their families address
 those issues. Engage ELLs in creating the resources and display and distribute them
during the Expo.
SEE PDF ATTATCHMENT (WV Legal Issues Flyer)

References
Ahn, H., Usher, E., Butz, A., & Bong, M. (2016, March). Cultural differences in the
understanding of modelling and feedback as sources of self-efficacy information.
Retrieved from
muezproxy.marshall.edu:2088/ehost/pdfviewer/pdfviewer?vid=4&sid=24f00129-9904-
4c50-bc69-d31bc1ae19fb%40sessionmgr4009
Breiseth, L. (n.d.). Getting to Know Your ELLs: Six Steps for Success. Retrieved from
http://www.colorincolorado.org/article/getting-know-your-ells-six-steps-success
Burnette, J. (1999). Strategies for teaching culturally diverse students. Retrieved from
https://www.teachervision.com/teaching-strategies/strategies-teaching-culturally-diverse-
students
Cambridge Dictionary. (n.d.). Identity definition. Retrieved from
http://dictionary.cambridge.org/us/dictionary/english/identity
Carey, M., & Forsyth, A. (n.d.). Teaching tip sheet: Self-efficacy. Retrieved from
www.apa.org/pi/aids/resources/education/self-efficacy.aspx
Cotton, G. (2013, August 13). Gestures to Avoid in Cross-Cultural Business: In Other Words,
'Keep Your Fingers to Yourself!'. Retrieved from http://www.huffingtonpost.com/gayle-
cotton/cross-cultural-gestures_b_3437653.html
Lustig, M. W., & Koester, J. (2013). Intercultural competence: Interpersonal communication
across cultures (7th ed.).
Martínez-Fernándeza, J. R., & Vermunt, J. (2015, March 1). A cross-cultural analysis of the
patterns of learning and academic performance of Spanish and Latin-American
undergraduates. Retrieved from
muezproxy.marshall.edu:2060/ehost/pdfviewer/pdfviewer?vid=4&sid=8a0308ae-03ee-
4148-8a80-a509e3701aab%40pdc-v-sessmgr01
WV Department of Education. (2017). Policy 2417. Retrieved from
http://wvconnections.k12.wv.us/documents/Policy2417.pdf