Exploring Methods of Teaching and Learning
Culture and Language
Cultures vary so greatly from one country to another, and can vary even from one part of a country to another. We each bring our own culture with us, often without even realizing how much of who we are actually comes from the culture in which we were raised. I grew up with the richness of being able to travel throughout the world. From an early age, I experienced various cultures within our own country and other cultures completely
different from those in the United States. My early life was a tapestry of experiences
that forced me to learn and adapt. It helped shape who I am today and I consider
it one of the greatest blessings of my life to have been able to know the world and
its' people from Boston to California, from Florida to Guam, from Hong Kong to London,
from Tennessee to Nigeria, from Switzerland to Italy, and from Thailand to Panama.
Our students bring this same richness with them, into our classrooms. When students enter our classroom, we see their dress and language, which are outward signs of their culture. Many other characteristics and influences that shape our way of thinking and being lie much deeper. The first time I saw the "Cultural Iceberg" image below, I thought it was a genius way to illustrate so many aspects of culture that most people are probably not even aware of. The following image perfectly illustrates the deeper aspects of culture and the many ways culture is a part of us.
The broad range of experiences and perspectives brought to school by culturally, linguistically, and ethnically diverse students is a powerful opportunity for everyone to learn more—in different ways, in new environments, and with different people (Ubben & McCann, 2003). To help students accept and appreciate all cultures, we should incorporate activities that enhance the differences and lead to respect of different cultures.
Rather than constituting a problem for students and educators, the growing diversity in U.S. classrooms necessitates and encourages the development and use of diverse and varied teaching strategies designed to respond to each student as an individual. (Ubben & McCann, 2003). For example, in an oceanography classroom, students from different parts of the world can report on seas or oceans near their original homes. As students travel to different parts of the world, they can use their knowledge of different foods to prepare dishes for other students to try or prepare. Students can learn and share dances, native dress, or art techniques from around the world.
Language acquisition is another type of learning that comes easier to some than others. As more English language learners (ELLs) enter our classroom, we must find ways to help them learn English and succeed. Pairing them with compassionate English speakers will help them hear and practice their new language. Allowing them to use a translation device or app can be helpful and reassuring to them. Eventually, they won't need it, but it can be invaluable in the beginning stages of language learning. It will take time to become conversational, and even more time to become fluent. Stephen Krashen, as reported by McCaul (2016), says that ELLs need time to learn and a silent period to help them learn. He feels that our mistake is trying to teach languages in the same way we teach science, history and mathematics. Moreover, putting pressure on the learner to speak before they are ready will result in anxiety.
Also, following the Sheltered Instruction Observation Protocol (SIOP), we can follow research based methods and strategies to teach English language learners. Sheltered English has come to mean a set of practices valuable to all teachers in helping ELLs learn English and, at the same time, learn content material in English (Brown University, 2018). The following video describes some strategies for teaching ELLs:
Open the following link for a list of SIOP strategies and games. https://www.berkeleycountyschools.org/cms/lib/WV01000962/Centricity/Domain/37/SIOP_Toolbox.pdf
Let's celebrate our differences and help our students feel welcome and appreciated. Let's help them become more aware of all aspects of their own culture and how it has influenced their lives. Let's utilize the great resource at our fingertips as diversity becomes the norm in our classrooms.
References
Brown University, (2018). Sheltered English instruction, Retrieved from: https://www.brown.edu/academics/education- alliance/teaching-diverse-learners/strategies-0/sheltered-english-instruction-0
Ubben, C. & McCann, R. (2003). Teaching with cultural sensitivity influenced by
the role of critical inquiry. For continuous transformation in beliefs and practices.
Retrieved from: http://www2.ku.edu/~topeka/THEMATIC_UNITS/
Teaching_with_cultural_sensitivity.pdf
McCaul, R.W. ( 11, Feb. 2016). Can we learn a second language like we learned our first?
https://www.britishcouncil.org/voices-magazine/can-we-learn-second-language-we-learned-our-first
SIOP Toolbox. Retrieved from:
https://www.berkeleycountyschools.org/cms/lib/WV01000962/Centricity/Domain/37/SIOP_Toolbox.pdf
Vogt, M.E. (2012). Component 4: Strategies. Pearson SIOP Model. Retrieved from:
