Presentations

Presenters: Susan M. Moore & Clara Pérez-Méndez
University of Colorado, Boulder

Overview: How do families make choices about what languages their children speak at home and at school? How can we prepare college students to support and inform this decision-making process? Should these choices be different for a child with an identified disability? What are the long-term cultural consequences of preserving the languages of one’s heritage or of losing them? This seminar addressed these and other questions of interest to faculty and trainers preparing future personnel. An overview ofthe current evidence base was provided and proven models and effective instructional resources were highlighted.

Resources:

• Asking the Right Questions in the Right Ways: New Interviewing Strategies Carol Westby, Angela Burda, & Zarin Mehta
  www.asha.org
  Overview: Ignore the opening! It makes this very useful article sound like it’s just for speech-language pathologists and audiologists. In fact this is a succinct primer on the principles of effective question-asking. Clear examples convey the results that different types of questions are likely to yield. Ideas in this article can support students in learning to feel confident and capable in conversations with culturally and linguistically diverse families.
• Issues of Language and Culture Impacting the Early Care of Young Latino Children Sylvia Y. Sánchez
  www.nccic.org
  Overview: This article focuses on recommendations for responding appropriately to demand for child care among Hispanic families
• Language and Culture Respecting Family Choices- Selected References Susan M. Moore & Clara Pérez-Méndez
  Language and Culture Respecting Family Choices.pdf
  Overview: This document highlights resources related to the language and culture of families. Resources include information on second language acquisition and bilingualism, cultural understanding of self and others, understanding of the impact of disability on language learning, understanding of socio-cultural implications, and how to build relationships with families.
• Learning From the Stories of Culturally and Linguistically Diverse Families and Communities: A Sociohistorical Lens Sylvia Y. Sánchez
  Learning From the Stories of Diverse Families and Communities.pdf
  Overview: This article explores support for the uses of family stories to help special educators better understand the sociohistorical reality and ways of thinking of diverse families and communities. Also addressed is the particular importance of gathering these stories when working with families from disenfranchised communities. Examples from the work of student interns are included.
• Making a Difference: A Framework for Supporting First and Second Language Development in Preschool Children of Migrant Farm Workers AED Center for Early Care and Education
  Making A Difference
  Overview: This document was written to support the work of Migrant and Seasonal Head Start (MSHS) programs. The message provided is straightforward: we can meet the challenge of supporting first and second language development in preschool children. This paper uses four questions to serve as its structure: (1) Can we facilitate children’s acquisition of English without the loss of their first language? (2) How can we understand the how and when of developmental processes related to first and second language acquisition? (3) Does it matter how adults use English and children’s home language when they talk to children? (4) When we continue development of the first language and facilitate English, what does it look like day-to-day? The paper reviews responses from the field, compares notes on the research literature, and presents both general guidelines and examples of specific practices to address the four questions listed above.
• Myths and Misconceptions About Second Language Learning: What Every Teacher Needs to Unlearn Barry McLaughlin
  Myths and Misconceptions.pdf
  Overview: This paper discusses commonly held myths and misconceptions to help clarify a number of important issues in the area of second language learning. Topics discussed include the ease and rapiditywith which children learn a second language, the optimal age at which to begin second language instruction, the importance of the extent of exposure to the second language, the relationship between oral communication skills and academic language skills, and cultural and individual differences in language learning styles.

Presenter: Eva K. Thorp
George Mason University

Overview: Intangible elements of culture include deeply held beliefs about toilet teaching, discipline, independence and other aspects of developmental and child rearing. In each of these beliefs lies the potential for serious power struggles or for powerful learning dialogues with families. Consciously and thoughtfully exploring dilemmas like these can be a powerful way to support student learning and change. This interactive seminar shared and demonstrated structures for using dilemmas to analyze underlying assumptions, consider multiple perspectives, imagine and explore alternatives, encourage systematic problem solving, and practice applying new understandings. Research to support the effectiveness of using dilemmas in preservice education was shared, along with sample dilemmas for professionals to use in their own work.

Resources:

• Guiding Cultural Dilemma Discussions, Eva K. Thorp
  Dilemma Discussions.pdf
  Overview: This document provides useful handouts for choreographing cultural dilemma discussions and discussing the cultural lens through which we each view the world around us.
• Instructional Dilemmas Resources, Eva. K. Thorp
  Dilemmas Resources.pdf
  Overview: This document lists useful books, articles, videos, and websites for professionals who want to use the power of instructional dilemmas in their own work.
• The Role of Critical Reflection in Exploring Issues of Culture and Language, Eva K. Thorp & Sylvia Y. Sánchez
  The Role of Critical Reflection.pdf
  Overview: This document discusses the powerful role of culture in caregivers’ interactions with children and families. It stresses the importance to prepare personnel who are able to critically examine their practices through a cultural lens and the implications that their practice can have on ensuring equity and access for diverse young learners. The authors’ position is that underlying all of the preservice and professional development recommended practices should be a core practice of critical reflection.
• Why Address Cultural and Linguistic Diversity in Preservice and Inservice Preparation, Eva K. Thorp & Sylvia Y. Sánchez
  Why Address Cultural and Linguistic Diversity in Preservice and Inservice Preparation
  Overview: Dealing with diversity is one of the central challenges of 21st century education. It is impossible to prepare tomorrow’s teachers to succeed with all of the students they will meet without exploring how students’ learning experiences are influenced by their home languages, cultures, and contexts. To teach effectively, teachers need to understand how learning depends on their ability to draw connections to what learners already know, to support students’. The primary premise of this chapter is that meeting the challenge for early care and education in the 21st century requires a commitment on the part of inservice and preservice faculty to examine early care and education for diverse learners with a transformed, sharper, and more critical lens.

Strategies and Resources for Addressing White Privilege
Presenters:Sylvia Y. Sánchez & Eva K. Thorp
George Mason University

Overview: Do your students believe that white privilege exists? What are their concepts of privilege? More importantly, do they appreciate the many ways in which privilege shapes the views and actions of practitioners and families? Do they consider how educational systems might be perpetuating white privilege? This interactive seminar shared and demonstrated structures for reflecting on the presence, absence and impact of privilege on one’s own life. Resources and strategies for identifying, talking about and addressing privilege were also provided.

Resources:

• Ground Rules for Discussing Difficult Issues Lynn Weber Cannon
  Ground Rules.pdf
  Overview: Often it can be challenging to get students to open up and discuss sensitive topics. This document provides faculty with ground rules for talking about white privilege in their classes. These ground rules can provide a good starting point to help students move out of their comfort zone and talk candidly about issues surrounding privilege and diversity.
• Resources on Race and Privilege
  Resources on Race and Privilege.pdf
  Overview: This document lists useful resources on race and privilege including activities/exercises, articles, books, conferences, interviews, and videos.
• White Privilege Checklist Peggy McIntosh
  White Privilege Checklist.pdf
  Overview: This checklist has examples of ways white individuals have privilege. It encourages individuals to think about the privileges that apply to their lives and to appreciate how these privileges impact others.

Presenters: Beth Day-Hairston,Winston Salem State University & Norma Day-Vines, Virginia Tech University

Overview: Given the persistent reading difficulties experienced by children from marginalized groups, and especially African American and Latino children, educators have a compelling reason to promote early literacy initiatives. This multimedia session provided participants with rationale and framework for the use of culturally relevant literature, practical strategies for identifying biased books, and evidence based approaches to promotion of literacy initiatives within the school and community. In addition the session provided strategies for using James Banks’ five dimensions of multicultural education to support desired changes. Lastly this seminar offered examples of how service learning can be used to support the development of competent, confident and culturally responsive early childhood and early intervention personnel.

Resources:

• Approaches to Achieving Multicultural Curricular Reform James Banks
  Approaches to Achieving Multicultural Curricular Reform.pdf
  Overview: James Banks has identified four approaches to achieving multicultural curriculum reform. The table provided in this document illustrates characteristics, strengths and problems of each approach.
• Multicultural Children’s Literature Worksheet Norma Day-Vines
  Multicultural Childrens Literature Worksheet.pdf
  Overview: This document provides a framework for discussion about the cultural appropriateness of a children’s book.
• Multicultural Children’s Reading List Norma Day-Vines, Beth Day-Hairston, & Camille Catlett
  Culturally Relevant Literacy Reading List.pdf
  Overview: Using culturally relevant children’s literature is a great way to serve as a window for children to other cultures as well as a mirror affirming their own cultural identities. This document provides a diverse list of children’s books from which professionals can draw on. As well, it provides a few additional professional resources, including one adult novel to spark college students’ interest and engagement.

Presenters: Camille Catlett, FPG Child Development Institute, and Florianna Thompson, Wake Technical Community College

Overview: Recent research has highlighted the importance of readings and assignments in shaping the culturally responsive dispositions and teaching practices of college students. This session highlighted resources (activities, print materials, videos, web sites, etc.) that are available to faculty to build these capabilities, and strategies for using them effectively. A guided tour of the Crosswalks toolbox was included, as well as opportunities for faculty to share resources and strategies they’re currently using.

Resources:

• Beyond Songs and Snacks handout
  Overview: This handout offers a variety of resources for increasing the emphasis on cultural, linguistic and ability diversity in professional development. The resources (activities, print materials, videos, websites) are organized by the NAEYC standards for professional preparation.
• An Online Tour of the Crosswalks Toolbox: Diversity Resources for Faculty, Trainers & Programs
  Overview: This handout highlights the many features of the Crosswalks Toolbox, a searchable database of resources to support the infusion of cultural, linguistic and ability in early childhood/early intervention professional development.
• Multicultural Children’s Reading List
  Overview: Using culturally relevant children’s literature is a great way to serve as a window for children to other cultures as well as a mirror affirming their own cultural identities. This document provides a diverse list of children’s books from which professionals can draw on. As well, it provides a few additional professional resources, including one adult novel to spark college students’ interest and engagement.
• Checking for Cultural, Linguistic and Ability Diversity in Children’s Books
  Overview: This form can be used to support professional development related to selecting and using culturally sensitive and appropriate children’s books.

Presenter: Lee Klinger Lesser, Project and Training Manager, Parent Services Project,San Rafael, CA

Overview: Research supports the importance of early childhood experiences on the formation of self-identity and self-esteem in young children. Nationwide, children of LGBT parents and their families struggle with ways to support this process, as well as their need and desire to feel recognized and included in early care and education programs and communities. If early childhood educators are not proactive in “respecting the dignity, worth, and uniqueness of each individual child and family member” (NAEYC Code of Ethical Conduct), they run the risk of perpetuating bias and prejudice through practices that are hurtful and harmful to young children.

This Crosswalks Talk provided an opportunity for open dialogue about these issues. Participants reflected on attitudes and biases that exist in our society and within us. They learned about methods, models and materials that faculty can use to prepare future professionals who can create more welcoming environments for LGBT individuals and implement curricula that include all families.

Resources:

• Making Room in the Circle (PDF)
  Overview: This handout offers a variety of resources (bibliographies, activities, checklists, etc.) for increasing the emphasis on families with LGBT members.
• Quality Child Care for Children of Lesbian, Gay, Bisexual, and Transgender Parents: A Checklist for Parents and Caregivers(PDF)
  Overview: This checklist can support early childhood programs in examining current practices for bias.