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COLLEGE
DOCUMENTATION BULLETIN
January 2011, no. 5
Here is a brand new edition of the bulletin that will enable you to
discover some of the resource material available at the CDC.
To read this Bulletin online, for more details or to manage your
membership, see our Web site: www.cdc.qc.ca/bulletin
Intercultural
II: Managing cultural diversity in the classroom
Selection
of resources and writing:
Denyse Lemay, consultant in
intercultural education
This bulletin, focusing on the intercultural theme is the second in a
two-part series. For a more general look at this
issue, please consult the first
bulletin published in February 2010:
In
this second instalment on intercultural issues, we will now look into
various facets of what happens in a multiethnic classroom: knowing your
students of immigrant origin, managing ethnic diversity (organizing
teamwork, managing offensive comments or behaviour), basic French for
allophone students, academic success for students of immigrant origin and
finally, managing requests for accommodations.
Managing a multiethnic classroom
Managing
a multiethnic classroom is mainly a question of your skills and
capabilities as a teacher.
You
must first be aware of the cultural characteristics of your students – their
country of birth, their mother tongue, how long they have been studying in
Quebec, the circumstances surrounding their immigration to Quebec; this
will allow you to best understand these students’ needs and how to choose
the best means for helping them. Do they need special language training,
specific information on Quebec history and its sociological make-up, on
culture-based behaviour within the college with teachers and professional
staff? This extends to the entire class: Do your students know how to act
with people from another culture? It is up to the teacher to ensure that
all students understand and respect the class’s cultural diversity.
LAFORTUNE,
Louise and Édithe GAUDET, Une pédagogie interculturelle. Pour une
éducation à la citoyenneté. Éditions du Renouveau Pédagogique Inc., 2000,
p. 217-245. [To borrow
this book from the CDC # 727584]
This
book describes activities that may be carried out in the classroom to help
you learn more about students of immigrant origin, to promote their full
participation, to organize students working in multiethnic teams, and to
help you manage offensive comments or behaviour aimed at groups of
immigrant origin.
SERVICE
INTERCULTUREL COLLÉGIAL, La
culture publique commune : du contrat moral à l’accommodement
raisonnable, October 2007, p. 30-36.
This article presents the findings of a survey carried out at the Collège
de Rosemont on sociocultural diversity within the student body:
sociocultural characteristics, socioeconomic conditions, academic pathway,
values as well as interpersonal relationships.
On
the other hand, the teacher must develop a certain openness regarding
cultural diversity as well as capabilities allowing him to manage this
diversity. He must make sure that he is familiar with principles stated in
the Quebec Charter of Human Rights and Freedoms and applies these
principles.
BILOCQ,
Marc, « Au
coeur de l'éducation, l'interculturel et les droits », Actes du 18e Colloque
annuel de l'Association québécoise de pédagogie collégiale, June 1998.
This article deals with fundamental skills and attitudes teachers need in a
multiethnic setting in order to be able to manage in a respectful manner
the equality between individuals and to promote an inclusive climate in the
classroom: learning about the various Charters of Human Rights and Freedoms
as well as the ethnic communities present within the college; developing
attitudes that allow you to recognize the equality between individuals and
the will to include all students.
Finally,
teachers have shown they can be creative in their teachings to making way
for students of immigrant origin in the classroom.
CHAREST,
Johanne, « Pédagogie
par projets pour étudiants allophones », Actes du 28e colloque
annuel de l’Association québécoise de pédagogie collégiale, 2008, p.
81-86.
This article describes an experiment carried out at the adult education
section of the CEGEP régional de Lanaudière, within the program “Language,
Quebec Society and new technologies” (College-level certificate - AEC) in
2005 and 2006. Students registered for this certificate were allophone
adults seeking to improve their language skills and computer fluency as
well as their familiarity with Quebec society. During the wrap-up class at
the end of the program, students working in a collaborative multiethnic
team executed an integration program covering different settings, from
pre-school children and teens to mentally handicapped persons and the
elderly.
COLLIER,
Linda, « L’enseignement
aux étudiants autochtones au cégep », Actes du 11e Colloque annuel de
l'Association québécoise de pédagogie collégiale, June 1991.
Though this was written in 1991, this article tells of an exemplary
experiment carried out with a group of Cree students registered in nursing
sciences at John Abbott College. After reporting on research
focusing on teaching First Nations adults at college level, this Humanities
teacher describes the efforts she devoted to adapting her course to the
realities as experienced by her First Nations students.
Success in learning French for allophone students
Research
on academic success has shown that students who have difficulty with French
on entering college often end up failing and dropping out. You can
understand that this is all more evident for allophone students. Research
has documented various steps of the academic pathway of allophone students
and has proposed new institutional measures aimed at improving success in
French among allophones.
ANTONIADES,
Éléonore, Mona CHÉHADÉ and Denyse LEMAY, Françoise ARMAND, Patricia LAMARRE ,
La réussite en français des allophones au collégial : constat,
problématique et solutions. Bois-de-Boulogne and Marie-Victorin colleges,
PAREA research report, June 2000, 313 p. [PAREA
Report (FR), Article
(FR)]
This research paper presents grades obtained in various French courses by
students of the 1995 class who were in danger of failing French upon
entering the Bois-de-Boulogne and Marie-Victorin colleges; it also
describes how teachers and students perceived their progress in French
throughout their college years; finally, it identifies measures
specifically aimed at improving success in French in college for allophone
students and assesses one of these measures: mixing a remedial course
with the French 101 class.
ELLIS,
Joanne, Marleigh GREANEY and Judy MACDONALD, The
effectiveness of blended course instruction in second language Learning,
PAREA research report, Montreal, Vanier College, 2007, 296 p. (PAREA
Report (FR), Article (English)
or Français)
This PAREA research carried out a comparative assessment of four (4)
types of learning: presential lecture course, presential social
constructivist course, hybrid lecture course (mixing presential and on-line
activities) and hybrid social constructivist course. These approaches have
been used with allophone students taking remedial classes in English as a
second language, especially for reading and writing classes. Research has
shown that in general students taking hybrid social constructivist
courses perform better and drop out less often. In addition, they grant
greater value to writing and have a better feeling about their own skills
within the class; finally, they go deeper in their language training.
ROBERGE,
Julie. « Aider
les élèves allophones à réussir en français », Pédagogie collégiale, Vol. 17, no 1, October
2003, p. 27-30.
This article describes experiments carried out at the Collège
Bois-de-Boulogne with allophone students who were poor in French, and which
were aimed at improving their perseverance in the program. This was in fact
a six-hour French remedial class tied together with a second six-hour class
focusing on oral French. This mini-immersion class (12 hours of
French per week) given during the fall session in 2002 lead to the
conclusion that the success rate for the remedial class was not any higher
but was achieved more quickly, that is to say after less failures. The
author recommended that allophone students that were very poor in French
should be directed to immersion classes as soon as they entered college to
develop their oral and written French skills as well as methodology and
their knowledge of Quebec society.
French
teachers have also produced material intended for allophone students to
help them improve their written French.
COLLEGIAL CENTRE FOR
EDUCATIONAL MATERIALS DEVELOPMENT
The CCDMD
is managed by the Collège de Maisonneuve and serves as a production
centre for computerized resources and printed documents intended for
teaching staff and students in the entire CEGEP network in Quebec. It
distributes several resources on improving French, including a certain
number of documents destined to allophone students.
See the CCDMD website
at the following tab: English Language Improvement
CLAING,
Robert, De bouche à oreille, Recueil de dictées, français, langue seconde.
Montréal, Centre Collégial de Développement de Matériel Didactique, Collège
Ahuntsic, 1996, 137 p.
This is a collection of dictation exercises to help improve
written French for students entered in French remedial classes or who go to
centres offering help in French. These dictation exercises are designed to
root out the most frequent mistakes made by allophone students: proper use
of genders, of propositions, problems of usage that are specific to the
French language (e.g.: use of upper case, of
accents and of hyphens). Each dictation is preceded by vocabulary
exercises and an information sheet detailing targeted
language problems. [To
borrow this book from the CDC # 726060]
FRÉMONT,
Michèle, Outils
pour l'enseignement du français aux Asiatiques. PAREA research report,
Montreal, Collège de Maisonneuve, Service de développement pédagogique,
1988, 150 p. [PAREA
Report (FR)]
Even if this PAREA study was carried out from 1986 to 1988, it provides material
that is still useful for teaching French as a second language to
college-level Asian students. The report presents a scoring
template for Asian students, teaching activities linked to detailed
objectives as well as grammatical documents.
NICOLAS,
Lucienne and Daniel CAILLE, Passeport pour le français. Montreal, Collège de
Bois-de-Boulogne, 1994, 329 p.
This is a series of exercises that allow allophone students to
correct the most common mistakes in written French, either
concerning grammar, vocabulary or sentence structure. This material can be
used in centres offering help in French, by French teachers to further help
their allophone students as well as by students themselves wishing to work
on their own. During each exercise, the student is first made to recognize
the error, to learn the rule that corrects the mistake and he corrects
errors he finds by himself. [To
borrow this book from the CDC #786090 1997]
Academic success for students of immigrant origin
Two
studies present various factors of success for students of immigrant
origin.
LAPIERRE,
Louise and Sylvie LOSLIER, Identité
immigrante et apprentissage en contexte collégial, Cégep de Saint-Laurent, PAREA
research report (FR), 2003, 133 p.
This qualitative study focused on 33 students who had immigrated to Quebec
less than five years before and were taking various programs at the Cégep
de Saint-Laurent: Beginning with the academic culture acquired in their
country of origin, how have they adapted to succeed in their studies at the
Cégep de Saint-Laurent? Sixteen of their teachers were also questioned on
these students’ academic pathways. The students came from Africa, Europe,
West Indies, South America and Asia. According to the authors, recently
immigrated students who succeed are, like their non-immigrant counterparts,
those who have developed the best work methods, who put in a sufficient
number of hours and who best know how to manage their time.
In addition to these factors that are common to both the students of
immigrant origin as well as to non-immigrant students, recently immigrated
students are also affected by the power exercised by their academic
project focusing on the perspective of an interesting career: to
succeed in school is also to succeed in life. If this project is shared
with the parents who support their child in his or her studies, this helps
overcome many of the difficulties adapting to the Quebec college system. At
times, difficult family situations, economic, psychological and political
conditions put a stop to students’ academic project and prevent them from
realizing their dream of succeeding in school and therefore in their
professional lives.
Lashley,
Myrna et al., Student
Success: The identification of strategies used by Black Caribbean youth to
achieve academic success, John Abbott College, 2005, 186 p.
Réussite scolaire : L'identification des stratégies utilisées par les
jeunes Caribéens pour atteindre le succès académique.
This study focused on 63 Black students of Caribbean origin attending first
and second year at three English-language CEGEPs in the Montreal area: half
were born in Quebec while the others emigrated mainly from the Lesser
Antilles. A high percentage of these students were in social sciences; the
others were studying management or were in technical or science programs.
According to these students, dropouts within their community lacked the
necessary support, did not have a clear objective, were unable to manage
problems affecting their lives and felt the negative influence of their
peers. In order to help them pursue their studies, someone must help them
develop their personal motivation, teach them how to recognize the
consequences of their decisions, get the help they need from their peers
and their families and identify the appropriate mentors and role models .
The stereotypes which adversely affect young Black students in CEGEP –
Black students are inferior and less intelligent than White students, they
are potential criminals, they have deviant lifestyles, they have
exceptional athletic abilities – all influence young dropouts. The students
in this study said they are constantly reaffirming themselves in
order to succeed and contradict these prejudices; these strategies
for survival initially used in everyday personal relationships have been
transposed and serve to achieve their academic objectives.
Response to requests for reasonable accommodations
How
do you respond to requests for special treatment submitted by students of
immigrant origin because of cultural differences? The following articles
serve as a guide in examining this issue.
LEMAY,
Denyse, « Des
balises pour répondre aux demandes d’accommodement ou d’ajustement dans les
collèges », Pédagogie
collégiale, vol. 22, no 2, 2009, p. 13-19.
This article presents useful guidelines for deciding on requests for
special treatment made by certain students because of cultural differences.
It refers to obligations deriving from the application of the Charter of
Rights and Freedoms as well as unavoidable issues linked to the very nature
of college-level education. The guidelines can be used when there is a need
to reach an accommodation as well as when there is a will to do so.
SERVICE
INTERCULTUREL COLLÉGIAL, L’identité
québécoise à l’heure de l’interculturalisme, October 2008, p. 7-11,
13-18, 21-30.
The proceedings of the 2008 SIC Conference present a summary of conferences
on the Québécois identity and on French as the common
language.
Other
articles deal with legal aspects of reasonable accommodations as well as
their value regarding the objectives concerning the academic integration of
students of immigrant origin.
SERVICE
INTERCULTUREL COLLÉGIAL, Défis
de l’interculturel : de l’intégration sociale à la réussite scolaire, fall 2006, p. 19-38.
In the proceedings of its 2006 Conference, the SIC presents two articles on
the application of reasonable accommodations in school: the notion of
reasonable accommodations in a legal perspective and
reasonable accommodations as a means of integrating students in
a given social setting.
SERVICE
INTERCULTUREL COLLÉGIAL, La
culture publique commune : du contrat moral à l’accommodement
raisonnable, October 2007, p. 1-2, 5-25.
The proceedings of the 2007 SIC Conference focus on the theoretical
aspects practical questions (legal issues and application framework)
and (limits on applications in view of the rise of religious
fundamentalism, a resurgence of requests for accommodations in colleges) of
reasonable accommodations in schools.
Looking to
go beyond…
ARAGON,
Steven R. (Ed.), Beyond Access: Methods and Models for Increasing
Retention and Learning Among Minority Students. San Francisco, Jossey-Bass,
coll. New Directions for Community Colleges, no 112, winter 2000.
This
series of articles present findings from research on the success of
minority students in American community colleges. The research focused on
measuring performance by these students, their conception of an academic
and vocational pathway, choices of learning activities corresponding to
their style of apprenticeship, measures aimed at increasing retention in
school and the rate of graduation as well as the creation of an inclusive
college community. [To
borrow this issue from the CDC #723679_no112]
DALLEY,
Phyllis and Sylvie ROY (supervised by), Francophonie : minorités et
pédagogie.
Ottawa, Presses de l’Université d’Ottawa, 2008, 331 p.
The
proceedings of the 2004 Seminar organized by the Réseau de la recherche sur
la francophonie canadienne focus on the sociolinguistics of change: they
deal with the speech practices of minority students within francophone
school systems, mainly in Canada. The teaching of French is analyzed taking
into account the sociolinguistic and ethnographic context. [To
borrow this issue from the CDC #786937]
KAPLAN
Matthew and A.T. MILLER, Scholarship of Multicultural Teaching and
Learning.
Jossey-Bass, San Francisco, New Directions for Teaching and Learning, no.
111, fall 2007.
This
book presents the main findings of a study into
teaching and learning in a multiethnic setting in American colleges and
universities. The teaching methods used with students from different ethnic
background that are evaluated are the following: interactive theatre,
intergroup dialogues, simulation of citizen participation as well as
various approaches tied to the teaching of certain subjects. Other studies
also focused on teaching skills that must be developed in a multicultural
context. [To
borrow this issue from the CDC #723587_no111]
McANDREW,
Marie, Micheline MILOT, Jean-Sébastien IMBEAULT and Paul EID (supervised
by), L’accommodement raisonnable et la diversité religieuse à l’école
publique: Normes et pratiques. Fides, 2008, 295 p.
This
book presents various articles written by specialists on reasonable
accommodations: the legal context, their limits taking into account the
mandate schools have, the issues they raise, comparisons between three
different ways of managing them. [To
borrow this issue from the CDC #786994]
To go even
further
We recommend the following
bibliography, available directly from the CDC’s catalogue, on the topic of
«Class Management»: Access the CDC’s online catalogue: http://catalogue.cdc.qc.ca, Click on
“Start search”, then click on “Suggestions”: «Intercultural
Education».
This bibliography is updated on an ongoing
basis!
Recently
published / New acquisitions at the CDC
The following are a few examples of new acquisitions at the CDC. The
complete list of new works at the CDC may be consulted on the CDC online catalogue.
BIZIER, Nicole. Apprendre
les savoirs provenant des sciences humaines, Cégep de
Sherbrooke, 2010. [PAREA
Report [French] and Article
[french]]
CABOT, Isabelle. Stimulating the
interest of college students registered in the preparatory french course :
Evaluation of a Cross-Curricular Intervention,
Cégep St-Jean-sur-Richelieu, 2010, 9 p. [PAREA Article
[ENG] or Complete
PAREA Report [french]]
HOM Willard C. (Ed.). System offices for community college
instutionnal research, San Francisco : Jossey-Bass, 2010, 113 p.
[Publ. as no. 147, fall 2010 of New directions for institutional
research]
[To Borrow this document from the CDC : 723164
v. 147]
KASMAN VALENZA, Joyce. Super searchers go to school : Sharing online
strategies with K-12 students, teachers, and librarians, Medford,
N.J. : CyberAge Books, 2005, 255 p. [To Borrow this document from the CDC :
787629]
KRAMER, Martin (Ed.). The Stress of change : Testing the
resilience of institutions, San Francisco : Jossey-Bass, 2010, 121
p.
[Publ. as no. 151, fall 2010 of New directions for higher education]
[To Borrow this document from the CDC : 723051
v. 151]
KROLL, Keith (Ed.). Contemplative teaching and learning. San
Francisco : Jossey-Bass, 2010, 119 p. [Publ. as no. 151, fall 2010 of New
directions for community colleges]
[To Borrow this document from the CDC : 723679
v. 151]
LEHMAN, Rosemary M. and Simone C.O. CONCEIÇÃO. Creating a sense of
presence in online teaching : How to be there for distance learners,
Jossey-Bass, 2010, 143 p.
[To Borrow this document from the CDC : 787528]
LLOYD, Les. (ed.). Best technology practices in higher education.
Medford, N.J. : Information Today, 2005, 242 p.
[To Borrow this document from the CDC : 787627]
NOTESS, Greg R. Teaching Web search skills : Techniques and
strategies of top trainers, Medford, N.J. : Information Today,
Inc., 2006, 344 p.
[To Borrow this document from the CDC : 787630]
PRICE, Jerry (Ed.). Understanding and supporting undocumented
students, San Francisco : Jossey-Bass, 2010, 97 p. [Publ. as no.
131, fall 2010 of New directions for student services]
[To Borrow this document from the CDC : 723732
v. 131]
SVINICKI, Marilla D. and Catherine M. WEHLBURG (ed.). Landmark issues
in teaching and learning : A look back at New directions for teaching and
learning, San Francisco : Jossey-Bass, 2010, 109 p.
[Publ. as no. 123, fall 2010 of New directions for teaching and learning]
[To Borrow this document from the CDC : 723587
v. 123]
TAYLOR, Edward W. and Marilyn MCKINLEY PARRISH (ed.). Adult education
in cultural institutions : Aquariums, libraries, museums, parks, and zoos,
San Francisco : Jossey-Bass, 2010, 102 p. [Publ. as no. 127, fall 2010 of New
directions for adult and continuing education] [To Borrow this document
from the CDC : 723134
v. 127]
Watch for the next edition of the bulletin this
spring, when the theme will be "Boys Academic Success"!
Have a nice semester!
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