Bring

transformative multiculturalism into

Module 1(Awareness section)- the language education institution
stimulate teachers thought on: particularly intensive English programs;
complexity of cultural identity Arouse language teachers awareness of the
based on their personal role cultural diversity plays in ESL classrooms
experience; the role different in various dimensions; Get the ESL teachers
identities of teachers and familiar with major and the most relevant
students may play in the class; topics in multicultural and bilingual
colorblindness & stereotype.
education; Motivate and prepare teachers as
the agents of change to build the language
classrooms that benefit students with
multicultural backgrounds.
Module 2(Awareness & Reflection
section)- Continuing with topics
from the last module. Introduction "Coloring Epistemologies: teachers should be able to
of linguicism and the form it takes
Cultural
relate commonly-observed issues in ESL classrooms
in language classrooms; discuss to social power systems and prejudice, which could
concerns for classes (e.g. students
Diversity in
appear in individual, institutional, societal and
absence, native language use, civilizational levels
plagiarism)
Intensive
Villegas and Lucass model of preparing culturally
and relate them to the topics
responsive teacher: design instruction that builds on
mentioned
English
what their students already know while stretching
them beyond the familiar

Module 3(Reflection
section)- hear the
Programs Ladson-Billingss culturally relevant pedagogy: students
must achieve academic success while developing
reflections from By Yuanyuan Sun and/or maintaining cultural competence;
current and previous Bankss mixing and blending approaches: the integration
students in the Language is intimately inked to of multicultural content into the curriculum.
programs; cases study culture. It is a primary means by
etc. which people express their cultural The target institution: Intensive English Programs (IEP) such
values and the lens through which as INTO CSU. The programs offer academic language
they view the world. courses to help with international students transition to the
-Nieto &Bode, CH7
U.S. universities, as well as equip and prepare ESL learners
Module 4(Action plan success in the university level courses.
section)- resources
regarding cultural The target population: Language instructors in the IEP.
relevant and Overview: The project consists of 4 modules. A module is
responsive teaching designed for a week, continuing for a month altogether.
approach; suggestions Each module will take a form of 45-60-minute workshop.
for activity; brainstorm The modules should be optional but highly recommended
possible pedagogical for the instructor who are facing teaching challenges caused
changes. References by cultural differences.
Banks J.A. (1990) Approaches to multicultural curriculum reform. Social Studies Texan, 5(3),
5-43. Summary: Goals are specified into objectives to achieve for the
Ladson-Billings G. (1995) But that's just good teaching! The case for culturally relevant
pedagogy. Theory into practice,34(3), 159-65.
independent module. The four modules also work as a whole to
Scheurich JJ, Young MD. (1997) Coloring epistemologies: Are our research epistemologies build teachers awareness on some major topics in multicultural
racially biased?. Educational researcher, 26(4), 4-16. education, identify and analyze them in the ESL classroom and bring
Villegas AM, Lucas T. (2002) Preparing culturally responsive teachers rethinking the
curriculum. Journal of teacher education, 53(1), 20-32.
forward practical and responsive solutions. The modules can be
viewed as a start point for teachers to be a part of transformative
multicultural education.