Authentic learning: intercultural, international, and intergenerational experiences in elementary classrooms.

When we, as educators, allow our pedagogy to be radically changed by our recognition of a multicultural world, we can give students the education they desire and deserve. We can teach in ways that transform consciousness, creating a climate of free expression that is the essence of a truly liberatory liberal arts education. (hooks, 1994, p. 44)

"Jambo, Daktari," says one kindergartner. "Hakuna matata!," adds another as the visitor, a university professor, enters the classroom. "Karibu mgeni," the classroom teacher adds.

This conversation was heard not in Africa, but in a kindergarten classroom in northeast Pennsylvania. Recent education literature underscores the need to prepare teachers who are culturally sensitive and responsive in order to work in the diverse classrooms of the 21st century (Garcia, 1999; Gollnick & Chinn, 1998; Lo & Cantrell, 2003; Swiniarski, Breitborde, & Murphy, 1999; Trawick-Smith, 2003). Changing demographics and increasing immigration are bringing a new complexity to the cultural diversity within regions and local communities.

Consequently, educators are being asked to respond to the forces of globalization and human interconnectedness that characterized the latter part of the 20th century--the acceleration of global economic, political, social, technological, and environmental systems that have affected all people on the planet. These forces are significantly altering the role of schools and teachers in preparing young people to become effective "world" citizens (Prewitt, 2003). Efforts to create learning environments that celebrate, value, and authentically portray diversity in a positive manner are becoming increasingly important. To achieve this goal, collaborative partnerships between universities and schools are taking center stage as educators work to link theory and practice, prepare culturally sensitive teachers, and present exemplary pedagogy in the classroom (Cozza & Mbugua, 2000; Gazda & Asbury, 1998; Johnson et al., 2000; Lo & Cantrell, 2003).

Embedded in these efforts is the understanding of young children and their development as it relates to the self and co-existence with others (Gazda & Asbury, 1998; Rogers, 1961). Young children become aware of differences at a very young age; whether adults can build a deeper understanding for harmonious living among young children will determine whether or not children develop positive self-concept and self-esteem, and whether they will rely on stereotypical images of others. For example, Gollnick and Chinn (1994) contend that many adults teach children, both formally and informally, that a different culture translates as an inferior culture. Montessori (1971) wrote:

Certainly we cannot achieve [peace] by attempting to unite all ... people who are so different, but it can be achieved if we begin with the child. When the child is born, he has not special language, he has no special religion, he has not any national or racial prejudice. It is men [sic] who have acquired all these things. (p. 6).

Vygotsky (1978) believed that children develop as they interact with primarily adults, but also with other children and with objects and ideas. Others view learning as a social experience, focusing on the process of actively constructing meaning rather than simply acquiring facts (Hancock, 1997; Perkins & Blythe, 1994). These perspectives emphasize the social nature of learning and the importance of engaging in dialogue with different cultures to expand our knowledge base and world views (Bredekamp & Copple, 1997; Vygotsky, 1978). Our future rests upon the abilities of young people to understand their place in the world community, and to interact positively with peoples in their local communities and nations.

The culture of teaching in the United States continues to face some persistent challenges, however. First is the challenge of a predominantly white, monolingual teaching force interacting with an increasingly diverse student population (Delpit, 1995; Spring, 2004). Second is the need for an authentic experiential learning component in both the elementary classroom and preservice teacher training that promotes cultural sensitivity and global perspectives. The final challenge is the increasing need for technological confidence and innovation from teachers. These challenges can be addressed through the modeling of best practices from experienced teachers and faculty and by the integration of cultural consultants in teaching and learning experiences. This is necessitated, now more than ever before, by the emergence of two fields of education, namely global education (Lo & Mbugua, 2000; Merrifield, 1997; Swiniarski et al., 1999) and multicultural education (Banks & Banks, 1997; Delpit, 1995; Sleeter, 2000; Tiedt & Tiedt, 2002). Multicultural education sees diversity in a community, while global education sees the world as a community.

These two fields are validated through UNICEF's call for a world view in early childhood education, and by publications from the Association for Childhood Education International (ACEI), the National Association for the Education of Young Children (NAEYC) (Bredekamp & Copple, 1997), and UNESCO's World Conference on Education for All (EFA) (UNESCO, 2001). These views represent a departure from previous styles of global education, which was addressed under the rubric of social studies instruction (Johnson, 2000; Swiniarski et al., 1999).

OUR PROCESS OF COLLABORATION

A school-university collaborative partnership was established in northeast Pennsylvania, in response to numerous requests from experienced teachers for cross-cultural presentations in their classrooms, and to better prepare preservice teachers to meet the challenges of diverse classrooms. The partnership as described here highlights the unique ways by which three elementary school teachers (from two schools) and a university professor responded to emerging needs in their respective classrooms. The two schools participating in the partnership have very different student populations, in terms of socioeconomic status and cultural backgrounds. School X is a relatively homogeneous accelerated school where students come primarily from white middle-class families. The school building is relatively new, with ample resources for students and teachers. School Z's students come from diverse backgrounds; many are of minority background or are recent immigrants from homes where English is a second language (ESL). The building has an open-classroom format, with no walls dividing the classes, and is relatively old compared to School X.

As a faculty member who interacts with local schools during student teaching supervision, the lead author, originally from Kenya, frequently receives and obliges requests from experienced teachers to share stories about her culture and language with students in both elementary schools. After responding to these requests for a year, it became obvious that a more structured approach would be desirable. At the same time, preservice teachers enrolled in the language arts methods class at the university indicated that while the course focus on global and multicultural issues was interesting, they needed to work with children from diverse backgrounds. The authors consulted on ways to create opportunities that encouraged multicultural teaching and global awareness in their respective classrooms, using state standards as a guide.

The partnership began during the spring semester Dithin the larger context of the language arts methods class. The spring semester was chosen for the following reasons: 1) that is when the language arts methods courses are offered, 2) experienced teachers know their students and families well by this time of the school year, 3) institutional contacts are well-established between the institutions, and 4) School X schedules family involvement activities during this time of the year.

MODELING BEST PRACTICES

The collaborative partnership aimed at modeling best practices for preservice teachers. These practices enrich learning experiences through the use of integrated learning centers and by encouraging family involvement and recognizing varied cultures. The overarching goal of the partnership was to provide authentic cross-cultural, international, and intergenerational experiences that are mutually reinforcing by encouraging an openness to difference in naturalistic ways. In addition, the partnership aimed at providing positive home-school educational experiences for the children, experienced teachers, grandparents, and preservice teachers.

The authors decided to explore Kenyan culture, because Africa remains a relatively marginalized and misunderstood region of the world (people often mistake it for a country rather than a continent), and because the university professor was willing to be a "cultural consultant" in the experienced teachers' classrooms. Consequently, preservice teachers would have an opportunity to learn instructional strategies modeled by their professor and by the students' grandparents, who also would act as cultural consultants.

An important process of exploring diversity and learning about the "other" is providing accurate, authentic information about the similarities and differences among people. This is often best accomplished by engaging young children in concrete, hands-on learning activities. One such approach highlights common themes about families' customs and communities as they relate to teaching and learning (Cozza et al., 2001; Essa, 1999). At both of the elementary schools, the university professor presented songs and dances that captured the essence of the Swahili language. The popular movie "The Lion King" and bilingual children's books from Kenya were featured prominently. Identifying the word s in the movie and themes in the books, the children immediately started shouting out their impressions: "Simba--that means lion"; "I know hakuna matata means no worries"; "My cousin's school is like Kenya--they wear uniforms too." The university professor favored a naturalistic approach to language learning, using low-anxiety strategies (Krashen, 1982). The purpose was to help young children learn basic interpersonal skills, which are distinct from cognitive academic language proficiency (Cummins, 1994). The professor captured the interest of the young children by discussing animal words and greetings. The class created a K-W-L chart on Kenyans' contributions to world culture, and also shared artifacts and photos. These activities helped create a balance in perspective between what is commonly perceived about Kenya (a place of wild animals) and the reality (Kenya has cosmopolitan cities). (See photos on page 241.) The professor also shared a number of Web sites on Kenya.

PROCEDURES USED WITH SCHOOL Z

The lead author implemented the cooperative learning approach advocated by Stahl (1994) at School Z. The preservice teachers worked in cooperative learning groups of four throughout the spring semester. According to Stahl (1994), students engage in and master effective, empowering cooperative behaviors, attitudes, and abilities as they work together to ensure that all members of their group are academically successful. In effect, students come to realize how working together with peers on structured academic tasks enhances their own academic and social growth.

The Content and Experience Phase

In addition to learning the language arts content and instructional strategies, preservice teachers engaged in activities geared toward self-identity--understanding oneself as a prerequisite for understanding others. Preservice teachers completed a multicultural awareness exercise that required them to list their multiple levels of identity (race, ethnicity, gender, socioeconomic status, age, and special needs, etc.).

To assess the preservice teachers' experiences with linguistic and cultural diversity, the university professor asked them to complete via E-mail a brief linguistic and cultural diversity survey. In the survey, they were asked to discuss their experiences with cultural and linguistic diversity and their specific experiences working with children from diverse backgrounds.

The Training Phase

Preservice teachers in the undergraduate language arts methods class prepared for the experience in several ways. First, they read multicultural and international children's literature. Marshall (1998) contends that this approach serves as a vehicle for bridging gaps in children's knowledge about other cultures. Preservice teachers completed literature responses to the two chapter books chosen for the training: Tonight by Sea by Temple and Seedfolks by Fleischman. These books focus on issues of race, prejudice, culture, friendship, and immigration. The teachers also kept cyber journals about the books in relation to their personal experiences, read excerpts from Jonathan Kozol's book Savage Inequalities (1992), and watched a video about U.S. schools. Finally, the teachers prepared integrated thematic units and learning centers, using national and state standards for language arts curriculum guides.

The Get-To-Know-You Sub-Stage. This sub-stage of the project took place at the university during the third week of the semester. Preservice teachers and the university professor presented a brief overview of the project. The principal and ESL teachers from the local school presented an overview of their school population, their teaching philosophy, and their ideas about how multicultural and global education issues might be integrated into their ESL programs. During the fourth week, preservice teachers made an initial visit to the school to introduce themselves to the children.

The Curricula Connections and Professional Collaboration Activities Sub-Stage. The university professor, the experienced teachers, and the preservice teachers prepared for the project experience through guest lectures and lesson demonstrations, hosted at the university by an ESL teacher from the local school, on instructional strategies for ESL and ELL speakers. The guest lecturer delineated the integration of National Council of Teachers of English (NCTE) standards (NCTE, 1996), and The Pennsylvania Framework for Reading, Writing and Talking Across the Curriculum (Lytle & Botel, 1998). The university faculty also discussed theoretical bases of language development and language acquisition (Tompkins, 2002). The principal of a local school gave a lecture on the national and local legal implications of ESL instruction, including the rights of undocumented national origin minority students. Finally, the university professor used Blackboard software for lecture outlines and threaded discussions among preservice teachers as a way of reflecting on course content as it relates to the dangers of creating or maintaining stereotypical images of other cultures (Banks & Banks, 1997; Sleeter, 2000).

The goals of these activities were to: 1) create opportunities for professional interactions while enriching the language arts methods course, and 2) critically examine stereotypical images about other cultures during classroom and online discussions. A multicultural approach model of integrated curriculum (Banks & Banks, 1997) was presented and discussed during class sessions.

The collaborative partnership approach further emphasized important norms and professional practices, as identified by the National Council for Accreditation of Teacher Education (NCATE) (1997). Consequently, the preservice teachers: 1) conducted three classroom visits to familiarize themselves with the ESL students and the "open" classroom concept; 2) participated, during the pre-planning stages, in joint decision-making processes with experienced classroom teachers on choosing learning center topics and teaching strategies; 3) reflected on their professional practice through cyber journals; 4) shared with peers and the university professor, through electronic "chat rooms" and threaded discussions, the experiences they had and the anxieties they felt before and during the preparation stage of learning centers; and 5) identified appropriate multicultural and internationally translated children's books to use in the project, after analyzing them for bias and stereotypes.

The Cultural Consultant Sub-Stage. The concept of cultural consultants has been well-documented in educational literature (see, for example, Merrifield & Jarchow, 1997). During the training stage, the university professor, a linguistically and culturally diverse individual with many years of international and multicultural teaching experiences, assumed the role of a cultural consultant. She modeled competencies that are necessary and meaningful for preservice teachers to have prior to their field placements, including perspective taking and integration of voices from, and acknowledgment of contributions made by, diverse groups in American society and around the world.

Transfer of Knowledge and Practices Phase

As a culminating activity, the preservice teachers implemented their integrated group learning centers in ESL classrooms at the local elementary school during the 13th week of the semester. The learning center themes cut across the human experience and allowed the children to explore issues of global interconnectedness and multiculturalism. The six modes of language arts served as a framework for the design of the learning centers as well as a guide in the demonstration of performance expectations regarding the knowledge, skills, and dispositions about language arts task activities (Tompkins, 2002). The preservice teachers' final cyber journal entries are post-implementation reflections of the learning centers (Rankin, 1997).

INTERGENERATIONAL FAMILY AND CULTURAL CONSULTANT COMPONENTS--SCHOOL X

While the notion of involving parents in the classroom is not new, current professional practice widens the focus to include grandparents and any person making decisions about the well-being of a child (Feeney, Christensen, & Moravcik, 2001). School X tapped into its effectively established notion of "Star Student" to encourage family involvement while engaging young children in authentic learning experiences based on issues of diversity in developmentally appropriate ways. Children, in collaboration with their families, spent two weeks working on a Star Student project about themselves and their families. A grandparent (together with the grandchild) eventually presented the completed family project in the elementary classroom. A variety of topics included war, family trees, holidays, geography, dress, food, and children's books.

During this time, the university professor made a presentation about her culture, and thereby complemented the grandparents' cultural input. Presenters assumed the role of authentic cultural consultant, enriching the educational experiences of young children while modeling "best practices" in multicultural and global perspectives in education. This approach also extended the degree of openness to difference beyond the classroom and in the children's homes.

The grandparents' comments are telling:

"I now have concrete ideas to extend classroom activities with my grandchild at home. I never knew Kenya was such a developed nation--I will research more on the Internet."

Everything makes meaning now--my grandson has been saying these Swahili words at home."

"We are all interconnected in the human race and understanding how our individual cultures are the same and different is important."

"So glad you [the classroom teacher] provided a forum for me to share my life experiences with [the] young[er] generation."

"Now I have gained a deeper appreciation of the role of the teacher and the class dynamics. I feel knowledgeable enough to explore other cultures with my grandchild."

The collaborative partnership allowed young children and their families to interact with persons from a different country and a different culture. This was significant, considering the previously homogeneous population in northeast Pennsylvania (mainly white), which was experiencing an increase in linguistic and cultural diversity. At the same time, creative yet practical instructional strategies that are developmentally appropriate and attentive to the instrumental role families play in nurturing and education of young children were implemented.

FINDINGS AND TANGIBLE OUTCOMES

The following preliminary conclusions can be made about the many benefits of this collaborative project.

The preservice teachers reported that the experience of planning and implementing interactive learning centers at School Z benefited their learning in a variety of meaningful and relevant ways. They:

* Gained a deeper understanding of how recent immigration trends have affected American schools

* Were able to model competencies from faculty, experienced teachers, and peers

* Benefited from firsthand experience of "otherness" through face-to-face interactions with elementary students who are different from them, both linguistically and culturally

* Enhanced their knowledge of technology's potential for use as a teaching and learning tool

* Gained professional knowledge in designing and implementing optimal educational experiences for ESL students

* Developed a habit of mind that fosters reflection and self-awareness through cyber journal entries.

The experienced teachers responded that:

* The collaboration allowed for the presence of young, energetic preservice teachers in their classroom

* They engaged in mentoring relationships that focused on the design and implementation of learning centers

* The presence of a university professor originally from Kenya offered a unique opportunity to experience another culture firsthand

* The integration of technology in the classroom was an important learning experience

* They felt supported and validated in their efforts to facilitate learning in ESL classrooms

* There was notable synergy in having two distinctly different yet mutually reinforcing cultural consultant presentations in their classrooms.

The university professor reported that she:

* Gained a deeper appreciation of her own culture through the interaction with project participants

* Felt the greatest reward was the empowerment, knowledge base, and practical experiences gained by preservice teachers with respect to understanding and appreciating non-Western cultures

* Stepped out of the "ivory tower" to interact with experienced teachers, family members, and students in elementary classrooms

* Gained a deeper appreciation of technology as a tool for teaching and learning, and for the preparation of professional teachers who are reflective practitioners

* Gained a deeper understanding and appreciation of white ethnic diversity.

CHALLENGES FACED WHILE IMPLEMENTING THE COLLABORATIVE PARTNERSHIP

While the overall project implementation was generally successful, the participants faced challenges, too. Time to invest in the collaborative partnership was a rare and precious commodity. Second, the projects were an ambitious undertaking for a single spring semester. More time would be needed in the future. Third, scheduling and travel logistics proved difficult. Disruptions necessitated by the Easter and spring breaks occurred, and implementation of the learning centers in School Z during the final weeks of the semester coincided with the university's exam schedules for preservice teachers, creating a panic.

Technological breakdowns, such as lost or misdirected E-mail messages, also occurred; later on, accommodations were made for traditional pen and paper journal entries. The demand on the university professor to coordinate the collaborative partnership was physically and mentally draining. The training in the use of Blackboard was too rushed, which meant that the university professor often had to retrain some preservice students during the course of the semester.

IMPLICATIONS FOR TEACHER EDUCATION

Engaging in school/university collaborative partnerships through authentic international, intercultural, intergenerational, and technology-mediated initiatives for multicultural and global perspective awareness are important steps in the larger school reform agenda, such as the No Child Left Behind Act (Spring, 2004), as well as for efforts to prepare culturally sensitive and responsive ESL/LEP teachers. According to the National Center for Education Statistics (1996), only 29.5 percent of teachers of Limited English Proficiency (LEP) students have LEP training. This presents a problem in finding trained teachers who could obviate cultural clashes between a predominantly white teaching staff and a diverse student body.

The partnership offers an effective low-cost approach to preservice and inservice teacher education; mentoring opportunities and experiences for preservice and inservice teachers; relevant, meaningful, contextual, and integrated technological experiences for preservice and inservice teachers and their students; a meaningful home-school connection; and collaborative opportunities between university faculty and K-4 school teachers for the mutual benefit of their students.

CONCLUSION

Learning from each other results in more awareness and understanding of our differences and opens doors to new ideas and teaching. University faculty learned as she taught their preservice teachers; preservice teachers gained the knowledge, skills, and dispositions that will enable them to be more effective in the diverse classrooms of their future (NCATE, 1997); and experienced teachers benefited from the presence of young and energetic preservice teachers. Grandparents were cherished as valuable resources, and children became the ultimate beneficiaries of quality educational experiences. Regardless of their racial, linguistic, and ethnic diversity, students in both schools benefited from interactive pluralism. Finally, all participants actively engaged in activities that promoted and encouraged learning about the "other" (Pattnaik, 2003).

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Web sites

www.kenyaweb.com

www.nationaudio.com

Tata Mbugua is Assistant Professor, Education Department, University of Scranton, Scranton, Pennsylvania. Jean Wadas is a kindergarten teacher at Pittston Kindergarten Center, Pittston, Pennsylvania. Mary Ann Casey and Jessica Finnerty are ESL Teachers at McNichols Plaza Elementary School in Scranton, Pennsylvania.