Introduction
As an aspiring teacher in a diverse educational setting, I hope to teach English as a Second Language (ESL) to students from various cultural backgrounds. My cultural knapsack, which includes my own experiences and biases, will undoubtedly influence the way I perceive my students. To be cautious with personal biases, I must constantly self-reflect and remain open to understanding my students’ unique cultural perspectives, preferences, and values. For instance, I once encouraged an Asian student to accept a scholarship to a prestigious college far away without considering their parents’ desire to stay closer to home and grow together as part of their own culture. I recognize that such decisions must account for cultural contexts and long-term advantages.
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Diverse Learners I have been extensively prepared to support diverse learners and classrooms through various readings in Week 1 (Gay, 2018). These readings emphasized the importance of recognizing and appreciating the individual differences among students, such as diverse cultural backgrounds, languages, abilities, and learning styles (Howard, 2018). My training has equipped me with strategies to create an inclusive and equitable learning environment that promotes the academic and social success of all learners (Villegas & Irvine, 2019).
By understanding the unique needs and strengths of each student, I can employ differentiated instructional approaches to cater to their learning preferences and abilities (Nieto & Bode, 2018). Furthermore, I will foster a classroom culture that celebrates diversity, where all students feel valued, respected, and understood (Ladson-Billings, 2018). This approach will encourage open communication and collaboration among students, enhancing their ability to learn from one another and grow both academically and personally.
The Danger of Cultural Stereotypes Week 2 readings highlighted the dangers of cultural generalizations, ethnocentrism, and stereotyping (Hollie, 2019). These biases can lead to misunderstanding, prejudice, and discrimination, hindering the development of a harmonious and inclusive learning environment (Paris, 2018). As an educator, I must be vigilant in challenging these stereotypes and fostering cultural humility among students (Emdin, 2017). By embracing cultural differences and promoting cultural diversity, I can create a classroom where students feel respected and valued for their individual identities (Ladson-Billings, 2018).
To counteract the negative impacts of stereotypes, I will implement discussions and activities that encourage students to share their cultural heritage, traditions, and experiences (Villegas & Irvine, 2019). By doing so, students can dispel misconceptions and foster empathy for one another (Howard, 2018). Moreover, I will include diverse perspectives in the curriculum to encourage critical thinking and discourage narrow cultural assumptions (Nieto & Bode, 2018). Through this, I aim to develop global citizens who understand and respect various cultures while fostering unity and acceptance in the classroom.
Cultural Dimensions Week 3 readings introduced the Dimensions of Cultural Variability by Hofstede, which provides insights into how different cultures perceive and value various aspects of life. While understanding these dimensions can help me comprehend students’ cultural backgrounds better, it is crucial to avoid falling into the trap of a single story (Paris, 2018). Each student is a unique individual, and cultural dimensions should serve as a starting point for understanding, not a definitive categorization.
I will use the cultural dimensions as a framework to appreciate the diversity among my students and tailor my teaching strategies to accommodate their varying cultural preferences and values (Lee, 2018). It will also help me identify potential challenges students might face in adapting to a new cultural context and provide appropriate support (Gay, 2018). By recognizing the complexity and uniqueness of each student’s cultural identity, I will ensure that my teaching practices are sensitive, respectful, and inclusive.
Funds of Knowledge Week 4 readings emphasized the significance of recognizing and utilizing students’ Funds of Knowledge, which are the rich cultural experiences, traditions, and knowledge they bring from their homes and communities (Lee, 2018). By integrating students’ Funds of Knowledge into the curriculum, I can create culturally relevant and sustaining teaching practices (Howard, 2018). This approach helps students connect their prior knowledge to new concepts, making learning more meaningful and engaging.
In the ESL classroom, I will create opportunities for students to share their Funds of Knowledge through storytelling, discussions, and projects (Hollie, 2019). By doing so, I can validate their cultural backgrounds and instill a sense of pride in their identities (Valdes, 1996). Furthermore, I will use multicultural literature and resources that represent diverse cultures and experiences to broaden students’ perspectives and foster mutual understanding (Lee, 2018).
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A Culturally Sustaining Lesson In the ESL classroom, a culturally sustaining lesson can be designed to teach students the past tense in English. The learning objective is for students to understand and use the past tense correctly in written and spoken communication.
- Learning Objective: To master the use of the past tense in English.
- Culturally Sustaining Text: An excerpt from a short story written by a bilingual author from a similar cultural background as the students (Paris, 2018).
- Culturally Sustaining Intent: The inclusion of the text allows students to see their culture and language represented in the literature, fostering a sense of pride and belonging. It also provides relatable content that helps students grasp the concept of the past tense more effectively.
- Preparing ALL Learners: By incorporating diverse voices and experiences, this activity helps all learners develop empathy and understanding towards different cultures. It cultivates a learning environment that respects and values the contributions of all students, regardless of their cultural backgrounds (Emdin, 2017).
For English language learners, understanding and using the past tense can be challenging. By using a text that reflects their cultural background, students can connect with the material on a deeper level, making the learning process more meaningful. Additionally, students from different cultural backgrounds can learn from one another’s experiences, fostering a collaborative and supportive classroom environment.
Conclusion
Intercultural competence, empathy, and an understanding of bilingual or heritage language learners are essential for effective instruction in a multicultural society. By continuously developing these skills, I can ensure that my teaching practices are culturally sensitive and responsive, supporting the academic and socio-emotional growth of all students. Through creating an inclusive classroom environment, I aim to nurture students’ self-identity and cultural pride while promoting a sense of community and appreciation for diversity among all learners (Paris, 2018). By embracing diversity and cultural richness, I can help prepare students for a future in which they can thrive and contribute positively to a multicultural society.
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Reference
Emdin, C. (2017). For White Folks Who Teach in the Hood… and the Rest of Y’all Too: Reality Pedagogy and Urban Education. Beacon Press.
Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice (3rd ed.). Teachers College Press.
Hollie, S. (2019). Culturally and Linguistically Responsive Teaching and Learning: Classroom Practices for Student Success. Routledge.
Howard, T. C. (2018). Why Race and Culture Matter in Schools: Closing the Achievement Gap in America’s Classrooms. Teachers College Press.
Ladson-Billings, G. (2018). Culturally Relevant Pedagogy 2.0: a.k.a. the Remix. Harvard Educational Review, 88(1), 74-84.
Lee, C. D. (2018). Is Literacy Enough?: Pathways to Academic Success for Adolescents. Teachers College Press.
Nieto, S., & Bode, P. (2018). Affirming Diversity: The Sociopolitical Context of Multicultural Education (7th ed.). Pearson.
Paris, D. (2018). Culturally Sustaining Pedagogies: Possibilities for the Next Generation. Language Arts, 95(3), 185-193.
Valdes, G. (1996). Con respeto: Bridging the distances between culturally diverse families and schools. Teachers College Press.
Villegas, A. M., & Irvine, J. J. (2019). Diversifying the Teaching Force: Preparing Teachers for Culturally and Linguistically Diverse Schools. Harvard Education Press.