Myth or Truth

Activity Goals

There are many aspects to this activity. Students will talk about giving advice. They will learn about myths and truths. Then they will discuss issues around education for immigrant families- including perspectives around education and dierences based on countries and culture.

Key Objectives

UD.4 Identify a need for data

SD.5 Use language that promotes respectful dialogues

PD.5 Evaluate argument/claims

DS.2 Adapt language based on context, purpose, and audience

DS.6 Make your voice heard

CC.7 Ask difficult questions

Steps

1. Giving advice: Teacher gives class several examples of situations where someone needs advice and asks students what advice they would offer. (Ex: Your friend has been very stressed lately. What can she do to relax and take care of herself?)

2. True/False: Students will then work on a True/False activity in groups. The teacher provides students with a list of statements and they must decide whether or not these are true or false. Here is an example list (mostly related to issues around children and schooling):

a. Only I can help my child.
b. If your child needs help, you should contact the school.
c. If you don’t speak English, you should not contact the school.
d. Your child doesn’t have rights to academic support.
e. Keeping my child at home is the best way to keep them safe.
f. Physical health is more important than mental health.
g. Mental health is more important than physical health.
h. Your child’s school MUST provide interpretation for you and your child.

3. After this activity, engage in a whole class discussion about more general myths and truths

a. You may start with giving a statement for students to think about. Ex: ‘Latinos don’t value education.’ Then show a chart, graph that shows that this is a myth.

b. Ask learners a question related to this. Ex: What are some myths you’ve heard about school and the educational system in California?

4. Move on to discussion about Perspectives on Education and our relationship with teachers

a. Ask students about their relationship with teachers in their home countries? And how was the relationship their parents/relatives had with their (students’) teachers?

5. Education in the United States

a.Ask students to discuss: How is your child’s relationship with his/her teacher? How is your relationship with your child’s teacher?

b. Then ask the class to think about: What are some differences between school/education in your country and here in California (or wherever you are located)?

6. Depending on language level of students and possibly demographic, you might share the following article: https://les.eric.ed.gov/fulltext/EJ1097395.pdf (Barriers to School Success for Latino Students Floralba Arbelo Marrero).

7. The article states that “Latino parents believe it is their responsibility to educate their children for life, not just for school.” Ask students if they agree or disagree with this statement and explain reasons.

8. The article also states, “Within the Latino community there is a collective sense of responsibility among families for one another’s children, which is inherent to the culture.” Again, ask students if they agree or disagree with this statement and explain reasons.

9. Next, present to the students some of the factors in Latino high school and graduation rates (if this is applicable to the population you are working with. If not, you could nd information specically related to your community of students).

10. After looking over the list together, initiate a group discussion about this. Some questions to ask students:

a.In small groups, discuss this question: What other barriers do Latinos have in education?

b. Write a list of obstacles or barriers that our community faces and get ready to share them with the

class.

11. Following the discussion you might share this information related to academic engagement of Latino parents (if relevant to the community you’re working with):

a. Latino parents consider engagement in their children’s education as:

i. Checking homework,
ii. Teaching strong cultural values that support education

iii. Conversing with their children, and
iv. Makings sure their children are well rested (Niemeyer, Wong, & Westerhaus, 2009).

12. The final part of this lesson is Group work.

Scenario:

b. You want to know more about how your child’s doing in school. In your ESL class you have learned that it is important to talk about culture and education. In a week from now, you have to meet with your child’s teacher.

c. Think and prepare what you will say to the teacher in this meeting. You can use these questions to help you: What is your role in your child’s education? What is the teacher’s role? What is your child’s role?