5.3.1 Developing interventions related to mismatches between a student's or group's interactional patterns and those of the school

If you think mismatches in interactional patterns might be contributing to the puzzling situation, there is some guidance in the literature about how to develop appropriate interventions.

 

The second part of Heath's (1983) book documented how teachers used an approach similar to the CIP to study their students' communities and then to develop interventions based on their investigations. Of special interest is that some teachers involved their students in collecting information about their communities. In the KEEP program, teachers were instrumental in developing the interventions that eventually proved to be successful (see Au, 1980; Jordan and Jacob, 1993). Jordan (1985), who was involved in the KEEP program, has reflected on that experience to develop some useful guidelines for "translating" cultural information to educational practice. (However, the reports discussed above also suggest that developing useful interventions based on cultural compatibility of interaction patterns may not always be a quick or straightforward task.) Mehan, Lintz, Okamoto and Wills (2001, pp. 130-133) summarized studies that examine the consequences of modifying classroom discourse for cultural compatibility.

Many studies have documented the benefits of building on or incorporating features of African American Vernacular English to improve students' reading or writing. For example, Lee (Lee, 2001; Lee, Spencer, & Harpalani, 2003) documented that linking rhetorical features of African American Vernacular English to literary forms helped students develop skills in literary analysis and interpretation. Similarly, Meier (1996) found that helping African American students become aware of the rhetorical strategies used by Malcolm X in his autobiography (some of which were similar to oral discourse strategies in their communities) helped them strengthen their writing as they gradually incorporated these strategies there.

 

Other studies have documented similar benefits in math and science. The Algebra Project (Silva & Moses, 1990) is a prime example. It introduced algebra to African American and other students using the students' home languages and drawing on their existing cultural knowledge and experiences. Preliminary evaluations indicated that large numbers of African American students passed algebra placement exams and took honors algebra (Foster, Lewis, & Onafowora, 2003).

 

See Foster, Lewis, & Onafowora (2003) for a useful summary of other studies that incorporated features of African American Vernacular English in students' education. Bohn (2003) presented vignettes showing how an African American first grade teacher used selected aspects of African American Vernacular English in the classroom; she also reported the experiences of other teachers who tried to use these techniques in their classrooms.

Several studies have provided support for Erickson's (1993) idea that trust (and by implication, relationship) is at the heart of culturally compatible teaching. Ladson-Billings (1994) described how eight exemplary teachers of African American students structured their social relationships and interactions with their students. She found that the teachers were "humanely equitable," demonstrated a connectedness with all students, encouraged a community of learners, and extended their relationships into the local community. In a similar manner, Irvine (2002) found that the African American teachers she worked with defined teaching, in part, as caring. Howard (2001) found that African American elementary students who had culturally responsive teaching reported that the classrooms "felt like home" and that it was important to them that their teachers cared about them. Valenzuela (1999) documented that caring was central to successful education for the Mexican American youth she studied. Drawing on their definition of educación, these students needed to feel that their teachers cared about them as individuals in order for them to care about school.

See Ladson-Billings (1994) and Sleeter (2001, Pedagogy> Culturally Relevant Pedagogy) for more information related to developing culturally responsive interventions. See Au (1993, pp. 92-155) for suggestions about developing literacy instruction that takes students' interactional patterns into account.

 

Osborne (1996) took a somewhat different approach than seeking compatibility with a specific culture or cultures. In his review of a wide range of studies of multicultural classrooms in North America and Australia he identified nine assertions (that include specific classroom practices) about culturally responsive teaching that appear to be patterns across such settings. He suggested that these assertions provide teachers with potential starting points for developing culturally responsive teaching practices.

If you are interested in helping students increase their awareness and understanding of dialects, Wolfram, Adger and Christian (1999, pp. 170-202) offered some suggestions and lesson materials.

If you haven't read the CIP pages for Step 5 or Step 5.3, please do so because they provide information about developing inverventions for your CIP study.

Success Stories & CIP studies Related to Mismatches Between Cultures

Reconsider  question: 3.3.1 
Gather more information on this question: 4.3.1 
Step 6-Monitor Intervention(s) 
Guide for Reading Step 4 and Step 5 Pages