Multicultural And Multilingual Classrooms : An Effective Learning Environment

Nieto& Bode mentioned that young people felt the need to de-emphasize their identity, culture, or language in school. Yet this de-emphasis may have had negative consequences for their learning. (Nieto& Bode, 2008) I became more proud of my origin and background. Especially throughout this semester, my perspectives on race, diversity, and equality have altered to a better understanding. I become more proud of my own culture and being who I really am. Also, I learned that as a teacher I should be more aware of culture diversity in classroom. I should take my diverse background as an advantage because it helps me to “design an appropriate instructional strategies to ensure equal outcomes for diverse students.” (CSU San Marcos, 2017, p.4)

Every classroom in America is made up of multiple cultures with many different believes; however, regardless of culture or beliefs all students should receive the best education possible without losing their identities while in the process. Culture is a way of life of a group. Culture and learning are connected in significant ways and for this reason having an understanding of different cultures and learning processes should provide an outline for instructional decisions (Guild, 2001). The first step a teacher must take is to gain an understanding of each child culture. This paper will examine the Hispanic culture, discuss how a teacher could build global awareness and understanding, and incorporate diverse social and cultural views to create innovative methods to solving problems in his or her classroom.

In today 's ever changing world teachers need to understand the importance of a multicultural education. It’s becoming essential to provide opportunities for their students to learn about the many cultures represented in america and the world around them. Studies have shown that by the year 2040 as surveyed by the U.S. census bureau, that “white non-hispanics will make up less than half of the school aged population” (Smith) Our country is ever growing and it doesn 't seem right to exclude cultural education to students when our nation was built by immigrants. Building curriculums that acknowledge different cultures,

The culture of a classroom is a direct reflection of the people who comprise it. All people carry their customs, traditions, and beliefs with them everywhere they go. It is important for teachers to understand the similarities and differences of the students they teach. Mexican and Islander students make up a large majority of students in Federal Way. Teachers must take into account the whole student and the home culture. More specifically, teachers must examine the roles that language acquisition, attitudes towards time, and family relationships play in a students’ ability to succeed. A closer look at these important components of culture can help teachers and students to avoid the misunderstanding and confusion that can take place in a multicultural classroom.

Aurora Cedillo in her statement is trying to explain the cause of the disconnect found among students and educators of different cultures. She believes the problem is mainly due to an egocentric attitude in educators. In her view, this issue is not limited to a culturally different education environment but it is also found among educators and students belonging to the same group. Aurora Cedillo sees a need for educators to emphaticize with those students who are different than them, rather than attempt to assimilate those students to his or her views. Mrs. Cedillo proposes a need for educators to understand that people live in different ways that can all be equally valid. She suggest that teachers take the time to find out the reasons

Through the article “Fostering Cross Cultural Competence in Pre-service Teachers Through Multicultural Education Experiences”, author Dr. Jared Keengwe discusses the growing conflict of diversity in American classrooms. Dr. Keengwe argues that 21st century educators are not properly prepared to teach, or communicate effectively with students of diverse backgrounds. In many examples provided throughout the article, Dr. Keengwe presents the negative attributes associated with such educators who lack experience in multicultural educational environments. With immigration into the United States increasing each year, the number of culturally diverse students entering the classroom appears to be overwhelming current educators. According to the author, these facts are linked to the failure of teacher educational programs. Dr. Keengwe believes there is a pressing need for teacher educators to increase hands on multicultural courses that incorporate cultural competence, in order for pre-service teachers to succeed in the classroom.

Being a culturally responsive teacher is more than implementing multicultural activities and programs within the classroom. It involves confronting issues of power and privilege that arise in the face of diversity, and recognizing the influence this has on a child’s ability to learn. This is particularly difficult in the field of education. Teachers are required to respect the values that are associated with every child’s culture, and the many differences amongst them including, physical and mental ability, gender, ethnicity, race, socioeconomic status, language, religion, sexual orientation, geography, and age. As a result, today’s teachers have to be able to separate their professional and private lives and ignore any bias in the latter.

Culture lives within every human on earth. Societies and countries thrive off of diverse cultural and different backgrounds, working together to survive in a community. The United States is privileged to be a home that welcomes diversity and different cultures. However, with different social norms sometimes two worlds can collide, creating bigotry or unjust assumptions due to a lack of cultural competence. Education systems need to be aware and appropriately train teachers to be open minded and understanding of all ethnicities, backgrounds, and cultures.

Teachers are currently experiencing a wide array of cultural backgrounds in their classrooms, and current research shows that this diverse population of students in public schools will only continue to increase. These students come from all over the world, and bring with them their diverse cultures. Yet our classrooms environment still continues to

Culture makes up people’s everyday lives—what they wear, how they talk, and even how they act in certain situations—but one’s own culture is something with which he is so familiar that often he does not realize the implications of being defined by it. Being born into a culture and growing up in it makes it seem like the norm, but there are those who do not have that luxury. Some people feel isolated because their culture does not fit what mainstream culture sees as the norm. That is what the study of and push for multiculturalism in America is all about today: finding ways to incorporate into classrooms the diversity of all the different cultures that make up the people of America.

“Multicultural education is ideal in helping young children understand the lives of people who may look, dress, speak, think or eat differently from the way they do” (Gayle-Evans, 2). If multiculturalism is taught in schools, it would teach tolerance of over cultures and help broaden a child’s mind. With this teaching, it will expose children to different traditions, cultures, and environments. In the educational systems, it is so important that there is a broad variety of diverse groups in the classroom setting. Teachers need to encourage students to come outside their comfort zones and learn something new about a culture they have never been familiar

If a teacher will take the time and energy to learn about a student’s culture and to show a caring attitude toward the student in regard to their culture, the student is more likely to interact with the teacher and exhibit greater achievement in the classroom.

In the following paragraphs I convey my thoughts supported by research in relation to the following questions: Why is it essential to consider the cultural and linguistic diversity of our classroom? What are some ways educators can become more culturally competent? What should be considered when managing the behavior of culturally and linguistically diverse learners? What should be avoided? How can the information presented in this article be applied to my own classroom?

As a future educator it’s important to understand that diversity will be seen in classrooms. As a result, it’s the educator’s role to become cultural competence, which is the ability to successfully teach students who come from cultures other than your own. Diversity can be different types of race, religions, gender, languages, customs, and culture. Teachers need to see all their students equal regardless of their diversity and culture background. This course helped shape my character and broaden my views toward other cultures. I had many memorable experiences due to taking this course.

As a bilingual who has experienced bicultural tension, I understand the challenges. When people have diverse identities, it is likely that people will struggle in balancing their identities due to the messages they receive from society. I met many elementary students who are either first or second-generation immigrants in the U.S. from China. Some of them only speak Chinese to me, while some of them insist on speaking English even while I helped them with their Chinese homework. When I used Chinese to ask a boy why he only speaks English, a girl sitting next to him replied me in Cantonese, “his parents would beat him if he speaks Chinese”. I watched him, and he nodded his head. During my volunteering time, I once heard a kid stating with confidence, “You are in the U.S., so you must speak English. If you speak Chinese, go back to China!” I was speechless. How could a seven-year-old kid say something like this? Does he feel ashamed of his identity? Where did he receive this message? Is there a superior culture versus an inferior culture? How do we find the balance of multiple identities? What are the ways of achieving bicultural education? How should an educator guide the children in the way of seeking educational equity and diversity? These questions lead me to apply for the Bilingual/Bicultural Education program in Teachers