ERIC ED400518: Teachers' Applications of Banks' Typology of Ethnic Identity Development and Curriculum Goals to Story Content and Classroom Discussion: Phase Two. Instructional Resource No. 35. PDF
Preview ERIC ED400518: Teachers' Applications of Banks' Typology of Ethnic Identity Development and Curriculum Goals to Story Content and Classroom Discussion: Phase Two. Instructional Resource No. 35.
DOCUMENT RESUME CS 012 628 ED 400 518 Tomlinson, Louise M. AUTHOR Teachers' Applications of Banks' Typology of Ethnic TITLE Identity Development and Curriculum Goals to Story Content and Classroom Discussion: Phase Two. Instructional Resource No. 35. National Reading Research Center, Athens, GA.; INSTITUTION National Reading Research Center, College Park, MD. Office of Educational Research and Improvement (ED), SPONS AGENCY Washington, DC. 96 PUB DATE 117A20007 CONTRACT 29p.; For Phase One, see CS 012 482. NOTE Teaching Guides (For Classroom Use Guides PUB TYPE Teacher) (052) MF01/PCO2 Plus Postage. EDRS PRICE *Childrens Literature; Classroom Environment; DESCRIPTORS Classroom Techniques; Cultural Background; Discussion (Teaching Technique); Elementary Education; Ethnic Groups; *Ethnicity; Lesson Plans; *Literacy; *Multicultural Education; Theory Practice Relationship; Writing Assignments Identity (Psychological) IDENTIFIERS ABSTRACT This instructional resource presents ways in which teachers participating in a lesson bank exchange program for an ongoing research project have applied J. A. Banks' typology of ethnic identity development and related curriculum goals to literacy instruction. Banks' definitions of the stages of development and the curriculum goals for each stage are provided. Strategies for engaging students in the process of developing multicultural literacy through in the use of relevant content and classroom discussion are provided samples of lesson plans designed by participating teachers. The provide concrete examples purpose of the instructional resource is to of instructional material and the facilitation of classroom discussion and activity that is relevant to critical issues of ethnic identity development as they relate to multicultural competence and the development of multicultural literacy. Contains four figures. (Author/RS) **************************************AAA1',AAAA****AA***AAAAA*A********* Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** go - - I A U.S. DEPARTMENT OF EDUCATION LOUISE M. TOMLINSON Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) a' This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. ig7 s tl4 'yr/ *Re t'ik tr. NRRC Instructional Resource No. 35 Fall 1996 National Reading Research Center AVAILABLt BEST COPY 2 NRRC National Reading Research Center Teachers' Applications of Banks' Typology of Ethnic Identity Development Content and Curriculum Goals to Story and Classroom Discussion: Phase Two Louise M. Tomlinson University of Georgia INSTRUCTIONAL RESOURCE NO. 35 Fall 1996 Project of the University of Georgia The work reported herein is a National Reading Research Research and It was supported under the Educational and University of Maryland. administered by the Office Development Centers Program (PR/AWARD NO. 117A20007) as Education. The findings and of Educational Research and Improvement, U.S. Department of policies of the National opinions expressed here do not necessarily reflect the position or and Improvement, or the U.S. Reading Research Center, the Office of Educational Research Department of Education. 3 NRRC National Reading Research Center Executive Committee National Advisory Board Donna E. Alvermann, Co-Director Phyllis W. Aldrich University of Georgia Saratoga Warren Board of Cooperative Educational John T. Guthrie, Co-Director Services, Saratoga Springs, New York University of Maryland College Park Arthur N. Applebee James F. Baumann, Associate Director State University of New York, Albany University of Georgia Ronald S. Brandt Patricia S. Koskinen, Associate Director Association for Supervision and Curriculum University of Maryland College Park Development Jamie Lynn Metsala, Associate Director Marsha T. DeLain University of Maryland College Park Delaware Department of Public Instruction Penny Oldfather Carl A. Grant University of Georgia John F. O'Flahavan University of Wisconsin-Madison Barbara McCombs University of Maryland College Park James V. Hoffman Mid-Continent Regional Educational Laboratory (MCREL) University of Texas at Austin Luis C. Moll Cynthia R. Hynd University of Arizona University of Georgia Carol M. Santa Robert Serpell School District No. 5 University of Maryland Baltimore County Kalispell, Montana Betty Shockley-Bisplinghoff Anne P. Sweet Clarke County School District, Athens, Georgia Office of Educational Research and Improvement, Linda DeGroff U.S. Department of Education University of Georgia Louise Cherry Wilkinson Rutgers University Publications Editors Peter Winograd University of Kentucky Research Reports and Perspectives Linda DeGroff, Editor Production Editor University of Georgia Katherine P. Hutchison James V. Hoffman, Associate Editor University of Georgia University of Texas at Austin Mariam Jean Dreher, Associate Editor Dissemination Coordinator University of Maryland College Park Jordana E. Rich Instructional Resources University of Georgia Lee Galda, University of Georgia Research Highlights Text Formatter William G. Holliday Angela R. Wilson University of Maryland College Park University of Georgia Policy Briefs James V. Hoffman NRRC - University of Georgia University of Texas at Austin 318 Aderhold Videos University of Georgia Shawn M. Glynn, University of Georgia Athens, Georgia 30602-7125 (706) 542-3674 Fax: (706) 542-3678 NRRC Staff INTERNET: [email protected] Barbara F. Howard, Office Manager Kathy B. Davis, Senior Secretary NRRC - University of Maryland College Park University of Georgia 3216 J. M. Patterson Building University of Maryland Barbara A. Neitzey, Administrative Assistant College Park, Maryland 20742 Valerie Tyra, Accountant (301) 405-8035 Fax: (301) 314-9625 University of Maryland College Park INTERNET: [email protected] About the National" Reading Research Center Dissemination is an important feature of NRRC The National Reading Research Center (NRRC) is activities. Information on NRRC research appears in funded by the Office of Educational Research and several formats. Research Reports communicate the Improvement of the U.S. Department of Education to results of original research or synthesize the findings of conduct research on reading and reading instruction. several lines of inquiry. They are written primarily for The NRRC is operated by a consortium of the Univer- researchers studying various areas of reading and sity of Georgia and the University of Maryland College reading instruction. The Perspective Series presents a Park in collaboration with researchers at several institu- wide range of publications, from calls for research and tions nationwide. commentary on research and practice to first-person The NRRC's mission is to discover and document Instructional accounts of experiences schools. in those conditions in homes, schools, and communities Resources include curriculum materials, instructional that encourage children to become skilled, enthusiastic, guides, and materials for professional growth, designed lifelong readers. NRRC researchers are committed to primarily for teachers. advancing the development of instructional programs For more information about the NRRC's research sensitive to the cognitive, sociocultural, and motiva- projects and other activities, or to have your name tional factors that affect children's success in reading. added to the mailing list, please contact: NRRC researchers from a variety of disciplines conduct studies with teachers and students from widely diverse Donna E. Alvermann, Co-Director cultural and socioeconomic backgrounds in pre-kinder- National Reading Research Center projects garten through grade 12 classrooms. Research 318 Aderhold Hall deal with the influence of family and family-school University of Georgia interactions on the development of literacy; the interac- Athens, GA 30602-7125 tion of sociocultural factors and motivation to read; the (706) 542-3674 impact of literature-based reading programs on reading achievement; the effects of reading strategies instruction John T. Guthrie, Co-Director in literature, on comprehension and critical thinking National Reading Research Center science, and history; the influence of innovative group 3216 J. M. Patterson Building participation structures on motivation and learning; the University of Maryland potential of computer technology to enhance literacy; College Park, MD 20742 and the development of methods and standards for (301) 405-8035 alternative literacy assessments. The NRRC is further committed to the participation of teachers as full partners in its research. A better understanding of how teachers view the development of literacy, how they use knowledge from research, and how they approach change in the classroom is crucial to improving instruction. To further this understanding, the NRRC conducts school-based research in which teachers explore their own philosophical and pedagogi- cal orientations and trace their professional growth. 5 NRRC Editorial Review Board Peter Afflerbach Suzanne Clewell Mary Graham University of Maryland College Park Montgomery County Public Schools McLean, Virginia Rockville, Maryland Jane Agee Rachel Grant Joan Coley University of Maryland College Park University of Georgia Western Maryland College Barbara Guzzetti JoBeth Allen Michelle Commeyras Arizona State University University of Georgia University of Georgia Frances Hancock Janice F. Almasi Linda Cooper Concordia College of Saint Paul, University of Buffalo-SUNY Shaker Heights City Schools Minnesota Shaker Heights, Ohio Patty Anders Kathleen Heubach University of Arizona Karen Costello University of Georgia Connecticut Department of Education Harriette Arrington Hartford, Connecticut Sally Hudson-Ross University of Kentucky University of Georgia Jim Cunningham Marlia Banning Gibsonville, North' Carolina Cynthia Hynd University of Utah University of Georgia Karin Dahl Jill Bartoli Ohio State University Gay Ivey Elizabethtown College University of Georgia Marcia Delany Eurydice Bauer Wilkes County Public Schools David Jardine University of Georgia Washington, Georgia University of Calgary Janet Benton Lynne Diaz-Rico Robert Jimenez Bowling Green, Kentucky California State University-San University of Oregon Bernardino Irene Blum Michelle Kelly Pine Springs Elementary School Mark Dressman University of Utah Falls Church, Virginia New Mexico State University James King David Bloome Ann Duffy University of South Florida Amherst College University of Georgia Kate Kirby John Borkowski Ann Egan-Robertson Gwinnett County Public Schools Notre Dame University Amherst College Lawrenceville, Georgia Fenice Boyd Jim Flood Linda Labbo University of Georgia San Diego State University University of Georgia Karen Bromley Dana Fox Michael Law Binghamton University University of Arizona University of Georgia Martha Carr Linda Gambrell Donald T. Leu University of Georgia University of Maryland College Park Syracuse University Bernard Spodek Barbara M. Palmer Susan Lytle University of Illinois Mount Saint Mary's College University of Pennsylvania Bettie St. Pierre Stephen Phelps Bert Mangino University of Georgia Buffalo State College Las Vegas, Nevada Steve Stahl Mike Pickle Susan Mazzoni University of Georgia Georgia Southern University Baltimore, Maryland Amber T. Prince Roger Stewart Ann Dacey McCann University of Wyoming Berry College University of Maryland College Park Gaoyin Qian Anne P. Sweet Sarah McCarthey Lehman College -CUNY Office of Educational Research University of Texas at Austin and Improvement Tom Reeves Veda McClain University of Georgia University of Georgia Louise Tomlinson University of Georgia Lenore Ringler Lisa McFalls New York University University of Georgia Bruce VanSledright University of Maryland College Park Randy McGinnis Mary Roe University of Delaware University of Maryland Barbara Walker Eastern Montana University-Billings Mike McKenna Nadeen T. Ruiz Georgia Southern University California State University- Louise Waynant Sacramento Prince George's County Schools Barbara Michalove Upper Marlboro, Maryland Fowler Drive Elementary School Olivia Saracho Athens, Georgia University of Maryland College Park Dera Weaver Athens Academy Elizabeth B. Moje Paula Schwanenflugel Athens, Georgia University of Utah University of Georgia Jane West Lesley Morrow Robert Serpell Agnes Scott College Rutgers University University of Maryland Baltimore County Renee Weisburg Bruce Murray Elkins Park, Pennsylvania University of Georgia Betty Shockley Fowler Drive Elementary School Allan Wigfield Susan Neuman Athens, Georgia University of Maryland College Park Temple University Wayne H. Slater Shelley Wong John O'Flahavan University of Maryland College Park University of Maryland College Park University of Maryland College Park Margaret Smith Josephine Peyton Young Marilyn Ohlhausen-McKinney Las Vegas, Nevada University of Georgia University of Nevada Susan Sonnenschein Hallic Yopp Penny Oldfather University of Maryland Baltimore California State University University of Georgia County About the Authors Louise M. Tomlinson is a former Assistant also has been a convenor of the "Imperative Professor in the Division of Academic Assistance Educational Network Conference: Parents, Teach- at the University of Georgia and a principal ers, and Concerned Individuals," with a mission investigator with the National Reading Research of encouraging parent involvement, exchanging Center. She is currently an independent consultant. ideas on strengthening parent, educator and com- She has taught reading and English composition in munity networks, and generating strategies for high school, developmental reading at the college improving achievement levels of youth. Dr. level, analytical reading for students in pre- Tomlinson has been active in several national and medical preparatory programs, study skills for international organizations including the review veterinary medicine students, teacher and boards of the Journal of Adolescent and Adult education for undergraduate and graduate students Literacy and the Reading Research Quarterly. She preparing to teach beginning reading in the has also authored NRRC Research Report No. 44 primary grades. Dr. Tomlinson's research has entitled "The Effects of Instructional Interaction focused on literacy instruction and multicultural Guided by a Typology of Ethnic Identity Develop- issues in education. She has published widely on Phase One," and NRRC Instructional ment: related topics. She has served as National Faculty Resource No. 24 entitled "Applying Banks' Typol- for the Kettering Foundation's National Issues ogy of Ethnic Identity Development and Curriculum Forums Public Policy Institutes and as a Regents Goals to Story Content, Classroom Discussion, and Administrative Fellow at the Board of Regents the Ecology of Classroom and Community: Phase Office of the University System of Georgia. She One." assumption that culturally relevant literacy instruc- Teachers' Applications of tion which is guided by sound and generalizable Banks' Typology of Ethnic theory (Banks, 1981) that transcends celebratory and additive approaches can enhance ethnic identity Identity Development and orientation toward one's own ethnic group and Curriculum Goals to Story toward others. It is also assumed that there is a synergy between levels of reading engagement, self- Content and Classroom esteem, exposure to and interest in other ethnic Discussion: groups, positive attitudes or increased value sets regarding other ethnic groups, motivation for Phase Two increasing one's knowledge base regarding other ethnic groups, and, ultimately, achievement level (Tomlinson, 1995). The information which follows Louise M. Tomlinson has been collected and developed from the NRRC University of Georgia research project, entitled "An Investigation of the Effects of Instructional Interaction Guided by a Typology of Ethnic Identity Development: Phase Two: Teachers' Perceptions and Conceptualiza- National Reading Research Center Universities of Georgia and Maryland tions." Instructional Resource No. 35 The purpose of this instructional resource is Fall 1996 to provide specific examples of links between theory and practice in multicultural literacy or Abstract. This instructional resource presents ways the development of multicultural competence in which teachers participating in a lesson bank for classroom teachers and their students. (For exchange program for an ongoing research project purposes of the discussion in this resource, have applied Banks' (1981) typology of the stages of multicultural literacy and multicultural compe- ethnic identity development and related curriculum tence will be defined as follows. Multicultural goals to literacy instruction. Banks' definitions of literacy shall be considered knowledge accu- the stages of development and the curriculum goals mulated about another culture, such as facts for each stage are provided. Strategies for engaging about the history of a culture, its traditions, students in the process of developing multicultural customs, languages, religions, music, attire, literacy through the use of relevant content and classroom discussion are provided in samples of artifacts, and foodways. To have multicultural lesson plans designed by participating teachers. literacy is to have factual knowledge of these Finally, the teachers' bibliography of references aspects of a culture. In contrast, multicultural be listed. The related to their lesson plans will competence shall be considered the ability of purpose of this instructional resource is to provide individuals to interact with people of other concrete examples of instructional material and the cultures on the basis of the knowledge that they facilitation of classroom discussion and activity that have accumulated [multicultural literacy] about is relevant to critical issues of ethnic identity devel- other peoples, their ability to navigate success- opment as they relate to multicultural competence fully with and among people of cultures differ- and the development of multicultural literacy. The ent than their own, or the ability to appreciate, focus of this instructional resource is based on the 1 9 Tomlinson empathize with or see similarities where differ- teachers and learners develop multicultural ences exist between cultures. Multicultural competencies. literacy and multicultural competence are not This instructional resource has been devel- mutually exclusive. Instead, they are interde- oped in an attempt to present an important link between theory and practice in multicultural pendent to the extent that multicultural compe- literacy and multicultural competence for tence does require some degree of multicultural classroom teachers and their students. Projec- literacy, although multicultural literacy does tions for the twenty-first century forecast the not assure multicultural competence. Thus, the increasing challenge of diversity among stu- terms are not interchangeable, and as such will dents in our classrooms. The challenge of frequently be mentioned side by side.) Class- diversity has become a global concern, but our rooms in every state in the nation are becoming efforts toward multicultural education reform increasingly diverse in terms of students' eth- cannot be effectively implemented for all nicity and cultural backgrounds (Education students by addressing multiculturalism on a Commission of the States, 1988). As a result, global level if it is not addressed first at the the development of multicultural competencies level of the lives of the students that we at- and developing literacy in multicultural con- tempt to teach. texts has become a greater priority in school Nationally, education reform goals and curriculum and curriculum reform. objectives transmit the need for making the Although cultural background and heritage teaching and learning process more multi- are largely influenced by the child's first learn- cultural in content. However, the goals and ing environmentthe homethe classroom at objectives are frequently unclear or nonspecific school becomes a pivotal environment from in suggestions for going beyond what is too which prior learning can be reinforced and often a superficial sampling of a variety of expanded. Unfortunately, in many instances, cultures. Even though multicultural movements the classroom becomes a place where learners' in education have spawned many positive and cultural backgrounds are submerged or invali- illuminating contributions to theory and re- dated because there is not sufficient attention search, there is still an urgent need to improve given to cultural issues or because the cultur- the links between theory, research, and the ally relevant learning experiences that are pro- most important end-product which is practice. vided are not culturally relevant to the learners Literature-based classroom instruction is a or to the other cultures in their immediate particularly powerful way in which issues of communities. Although considerable impact is ethnic identity and multicultural competencies made on young learners through the school are addressed and developed. Three critical environment (in terms of classroom artifacts, aspects of curriculum development in response the style and tone of interaction between teacher to culturally relevant literacy instruction that is and students, and the overall cultural climate of literature-based are story content, classroom the school), the nature of literacy instruction discussion, and related activities. These aspects plays a significant role in the ways in which of curriculum development can be made more NATIONAL READING RESEARCH CENTER, INSTRUCTIONAL RESOURCE NO. 35 10
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