Interculturality, an approach to English Language Learners (ELL)
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The document discusses the challenges and strategies related to college access and success for English Language Learners and economically disadvantaged students in Nashville and Chattanooga, emphasizing disparities in college completion rates and the importance of community investment. It highlights best practices from specific high schools that have seen significant improvements in college engagement through ecosystem collaboration and effective leadership. Additionally, it addresses the importance of intercultural competence and dialogue to foster understanding and reduce discrimination among diverse populations.
Interculturality, an approach to English Language Learners (ELL)
- 1. BTS 2.0 and English Language Learners (ELL) Update
- 2. Jenny Mills McFerron Jenny began her involvement in college access through in graduate school and served as a member of the Tennessee College Mentor Corps in its first year, working with low-income young people in the Nashville area as part of Oasis College Connection. A native of California, Jenny graduated from UCLA and worked for a nonprofit in the San Francisco Bay Area before moving to Tennessee for graduate school. She has a Masters of Education from Vanderbilt University, where she studied teaching and learning in informal educational settings.
- 4. NASHVILLE & CHATTANOOGA MNPS HCSD # of Students 85,453 44,444 African American or Hispanic 66% 42% English Learners 19% 6% Economically Disadvantaged (2014-2015) 75% 61% # of College Counselors/Advisors Employed by District (2017-2018) 4 19 Data source: TN Dept. of Education Report Card, TCASN, PEF
- 5. NASHVILLE & CHATTANOOGA • Both serve an urban student population that is high-need. • Both see wide disparities by high school in college-going, college persistence, and college completion. – MNPS completion by high school ranges from 7% at Pearl-Cohn High School to 76% at Hume Fogg High School. • Both send similar proportions of college-goers to 2-year colleges. • Both communities are seeking to raise college completion rates through a collective action approach.
- 7. COLLEGE COMPLETION • Within six years of high school graduation, only 24% of MNPS graduates have earned a degree (Class of 2011). • Declines in college persistence indicate completion rates could drop for more recent classes. Class of 2016 Projection
- 8. NASHVILLE IN A NATIONAL CONTEXT Cities with higher rates of college enrollment have significant differences in: • Community-wide coordination • Investment and funding • Policies affecting undocumented students • District prioritization of college access and success Nashville is in the middle of the pack in terms of college enrollment when compared to other urban districts.
- 9. NASHVILLE IN A NATIONAL CONTEXT Declines in persistence at 2-year institutions as more and more MNPS graduates enroll at 2-year colleges is driving an overall decline in student persistence. This trend indicates that six-year college completion rates for more recent classes may be lower than 24%.
- 10. BEST PRACTICES
- 11. COLLEGE ACCESS & SUCCESS ECOSYSTEM Policy context Community organizations Business and philanthropy Higher education State and local government K-12 education
- 12. POCKETS OF EXCELLENCE The district has a whole has seen slow but steady growth in college-going over the last three years, but particular high schools have seen explosive growth. These pockets of excellence have some things in common: 1. School leaders identify college access and success as a priority and facilitate access for other ecosystem sectors. 1. Investments from across the college access ecosystem converge on a particular school. 1. Nationally recognized best practices are implemented across components of the ecosystem.
- 13. CASE STUDY Stratford STEM Magnet High School 84% Econ. Disadvantaged 75% African Am. or Hispanic 11% College Completion Rate College-going rate increased 21 percentage points between 2014 and 2016. Ecosystem investments from various sectors total over $700,000 annually. • District programs • Nonprofit partners • Higher education
- 14. RECOMMENDATIONS
- 15. NOW 24% COLLEGE COMPLETION GOAL 40% COMPLETION BY 2025
- 17. Marcos Villa Marcos has 18 years education experience and 12 years in Higher Education as an undergraduate and graduate Professor, Researcher and Vice President. He has strong social justice commitment collaborating/co-founding Civil Society Organizations in Mexico. Before arriving Memphis, he worked at the Intercultural Research Center of Mexico (CEFIMEX). He holds a Masters Degree in Nonprofit Management from Regis University and a BA in Philosophy and Social Science from ITESO. He is currently Mosaic Fellow of the Tennessee Educational Equity Coalition, a graduate student of International Migration at COLEF, and works at CEFIMEX as the Development and Academic Director.
- 18. Interculturality and Otherness: An approach to ELL?
- 19. Educate - Research - Counsel - Coach Transform people and institutions to build active, ethical and intercultural citizenship. Our mission
- 20. 1. What makes you reject someone? 1. How do you define your-self? 1. Define culture 1. Define racism Building together
- 21. @CEFIMEXAC Structural benefit How have we benefited from the system?
- 22. ● Think about a situation where you found yourself among people and felt uncomfortable. ○ Who were these people? ● Think about a situation where you found yourself among people and felt really comfortable. ○ Who were these people? ● Describe the situation and share how did you feel and why did you feel that way?
- 23. Comfortable Uncomfortable ● Family ● Friends ● People I know at least one time before ● People I have something in common ● Space/route I’m familiar with ● People I don’t know ● People that stare me ● People is totally different than me ● Places I’m not familiar with ● Unfamiliar situation
- 24. Comfortable Uncomfortable ● Family ● Friends ● People I know at least one time before ● People I have something in common ● Space/route I’m familiar with ● People I don’t know ● People that stare me ● People is totally different than me ● Places I’m not familiar with ● Unfamiliar situation What makes you reject someone?
- 25. ● The sum of a way of life, including expected behaviour, beliefs, values, language and living practices shared by members of a society. It consists of both explicit and implicit rules through which experience is interpreted Herbig, Paul Culture
- 26. ● Profession ● Family ● Language ● Hobbies ● Place were born ● Food ● School/university ● Place we live ● Things we’re good at How do you define your-self? Culture Identity
- 27. ● a belief or doctrine that inherent differences among the various human racial groups determine cultural or individual achievement, usually involving the idea that one's own race is superior and has the right to dominate others or that a particular racial group is inferior to the others ● is the belief in the superiority of one race over another, which often results in discrimination and prejudice towards people based on their race or ethnicity. Racism
- 28. ● Difference challenges us ● Others tend to disrupt/discomfort my-self. ● Conflict comes when differences arise ● Conflict is NOT the same as problem. ● Conflict is pure possibility. ○ How we manage conflict defines how we deal with differences Differences/Conflict
- 29. ● E. Levinas - Ethics is the first philosophy. ● The face of the other remind us we are not the center of Universe - COMMANDS US DON'T KILL ME!! ● Humans should never be treated as means but ends. ○ “Because the other is like me” ● “Other people” generate discomfort. ● Being with others we invade their space. ● I see/feel myself obg-ligated with respect to the other. Otherness
- 41. ● How much is the other like me? ● Samaritan ● Ignore the face of others leads to abuses and violence. ● Group of selves tend to dominate the OTHERS. ● Less self centered ● Infinite responsibility Otherness
- 42. What do you feel?
- 54. ● Vulnerability of the other is the enlightenment radiant essence of humanity. Otherness
- 55. ● “No es lo mismo juntos que revueltos” ● Dialogue ● Mutual understanding ● “Common ground” ○ Parents - Children Multicultural Vs Intercultural
- 56. ● IC is the ability to develop targeted knowledge, skills and attitudes that lead to visible behaviour and communication that are both effective and appropriate in intercultural interactions ○ Knowledge ○ Skills ○ Attitudes Intercultural Competence
- 58. Knowledge ○ Cultural self awareness ○ Culture specific knowledge ○ Sociolinguistic awareness ○ Grasp of global issues and trends Intercultural competence
- 59. Skills ■ Listening, observing, evaluating ■ Using patience and perseverance ■ Resilience ■ Viewing the world from others' perspectives Intercultural competence
- 60. ● Attitudes ○ Curiosity (viewing difference as a learning opportunity) ○ Openness (withholding judgement) ○ Respect (valuing other cultures) ○ Discovery (tolerance for ambiguity) Intercultural competence
- 61. ● Intercultural competence cannot be acquired in a short space of time or in one module. ● It is not a naturally occurring phenomenon but a lifelong process ● Critical reflection becomes a “powerful tool” on the journey towards achieving it. ● Needs also to be addressed explicitly; learning-teaching process and staff development. Intercultural Competence
- 62. ● Several times what we enjoyed the most is something familiar. ● Our identity was defined by others (mother/family/friends/country/food, etc) ● Our life was possible because others made it possible. ● It is difference what help us define ourselves. ● You don’t need to be racist to discriminate or exclude ● We feel comfortable/safer when we are familiar to people, places, food - Home - Homesick Racism - Interculturality
- 63. ● Diversity is opportunity to improve your-self. ● Conflict gives the opportunity to change and/or confirm yourself/Makes you stronger. ● Dialogue is fundamental. ● Media can reinforce or challenge stereotypes ● We need to educate for conflict. ● We need to keep ourselves exposed to the face of the most vulnerable of our societies Racism - Interculturality
- 65. ● Identity - Cultural self awareness/Know yourself ○ Expand your culture, your-self. ● Educate yourself and others for conflict - Dialogue ● Multicultural is not enough. We need intercultural ● Keep yourselves in relation to a minority group. 4 Recommendations
- 66. ¡Gracias! Marcos Villa Intercultural Research Center Development and Academic Director Cel. 901.671.8358 marcos.villa@cefimex.org @CEFIMEXAC