Cultural+Competence

=Cultural Competence Paper = toc Select one of the cultures listed that you would like to learn more about. Utilizing the Cultural Iceberg as a guide, research (minimum of 5 resources) the culture as it exist in the United States to increase your knowledge of the culture’s language, demographics, views about education, and family and cultural values and beliefs. Think about ways in which to demonstrate cultural competence when providing instruction in language development and reading. In a 5-10 page paper, report what you have learned about the culture, and how you will demonstrate cultural competence in language and reading instruction. Post paper in the D2L Dropbox. 20 points

Your paper must include the follow:

 * Clearly articulated introduction that includes why you chose the specific culture, and the importance for educators to understand the culture
 * description of the language
 * Demographics of the culture in the United States (population, areas of concentration, diversity within culture, etc.)
 * History of the culture
 * Core values of the culture
 * How educators can use cultural knowledge to support the language learner in the classroom in reading and language development

Cultures List:
Some resources can be found on the Cultural Diversity page.
 * Latino/a
 * American Indian/Alaska Native
 * African American
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Asian Pacific American
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Arab and Muslim Americans
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">European American

<span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Rubric

 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Criteria/Points: ** || **<span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Advance **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">(5) ** || **<span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Proficient **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">(4) ** || **<span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Basic **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">(3) ** || **<span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Minimal **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">(1-2) ** ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Development of summarization of research with documentation of understanding ** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Demonstrates and summarizes a thorough grasp of key concept; elaboration and extensions with sophisticated ideas and insights. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Demonstrates understanding of key concept; some elaboration and extensions. Information somewhat well summarized. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Demonstrates some learning from materials. Summary is incomplete. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">No evidence of having learned from material. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Application of research to specific work setting ** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Demonstrates strong evidence that concepts have been adapted very well to work setting. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Demonstrates the start of a plan to adapt concepts. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Adaptation to context appears minimal and vague. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">No evidence of understanding or adapting concepts to context. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Reflection on practice ** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Evidence of in-depth reflection and professional growth. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Some evidence of reflection or professional growth. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Little evidence of reflection or professional growth. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">No evidence of reflection or professional growth. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Reflection of graduate-level standards in writing ** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Writing is developed and organized. There are no errors. Graduate-level standards and quality are evident; is consistent with APA style. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Writing is developed by topic and well organized. It has few errors. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Writing is somewhat developed. Organization may be vague. Paper has a number of errors. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 140%;">Writing is not well developed. Organization is vague and paper has many errors. ||