Thijs and Fleischmann (2015) propose that meaningful teacher-student relationships are developed when the concept of attachment is effectively applied in the implementation of educational practices. The proposal of the two researchers is aligned with the principles of John Bowlby’s attachment theory. This theoretical framework is applicable in diverse learning environments because it defines the important role of good relationships among teachers and students in developing highly motivated learners and facilitating the achievement of educational goals (Alter, Walker, & Landers, 2013). The relevance of the attachment theory in the learning process is also depicted by the important role of effective teacher-student relationships in breaking cultural barriers and supporting inclusive educational practices.
Greenfield (2013) argues that the sociocultural theory framework should be applied within diverse learning environments to enable teachers to adopt teaching practices and methods that recognize the cultural and social contexts of learners. This argument is congruent with Lev Vygotsky’s main tenet of the social cultural theory which provides that the social and cultural contexts of learners cannot be separated from learning processes or activities. The integration of the sociocultural theory framework into the learning process enables teachers to encourage learners to respect and appreciate the different cultural values of their peers. This leads to the development of a positive educational culture of active participation, collaboration and teamwork among learners (Alter et al., 2013).
Relationships between Conceptual/Theoretical Frameworks
Both the attachment theory and the sociocultural theory recognize the importance of social and cultural contexts of students in the learning process. The attachment theory proposes that effective relationships within the learning environment are the main prerequisites to the recognition of different cultures by teachers and students. The sociocultural theory provides that teachers should appreciate the importance of the cultural values of students in influencing their classroom participation, the development of relationships and exhibiting positive educational outcomes. Therefore, the two theoretical frameworks are applicable in implementing effective educational strategies within diverse learning environments, which are characterized by students from divergent cultural and ethnic backgrounds.
The attachment theory and the sociocultural theory also support the implementation of transformative and inclusive educational pedagogies in classrooms. The attachment theory provides that meaningful relationships in the learning environment allow teachers to understand the unique needs and challenges of each student. This is important in the design and implementation of inclusive educational practices which align learning activities with individual attributes and needs (Exposito & Bernheimer, 2012). The sociocultural theory advocates for collaborative learning that is inclusive of students from divergent cultural backgrounds. Therefore the two theoretical frameworks contribute to the pedagogical knowledge on the adoption of transformative educational practices, such as the use of technology to promote collaboration among learners in diverse learning environments (Fransson & Holmberg, 2012).
Relationships between Conceptual/Theoretical Frameworks and Presenting Topic
The perception of teachers of students from diverse linguistic and cultural backgrounds is influenced by the kind of theoretical framework that they apply in informing their teaching practices (Greenfield, 2013). The review of literature in assignment 6 revealed that there are notable challenges in the development of positive perceptions among teachers within culturally and linguistically diverse classrooms. They include lack of adequate cultural awareness and poor training among teachers and ineffective design of educational pedagogy for diverse learning environments (Alter et al., 2013). The attachment theory and the sociocultural theory are important in the design and implementation of effective solutions or strategies for overcoming the problems teachers face in developing positive perceptions of culturally and linguistically diverse students.
The attachment theory is applicable in the design of educational pedagogies that encourage the development of effective relationships among teachers and students, such as collaborative and participative learning. Such educational pedagogies enable teachers to understand their students and appreciate their unique learning behaviors and academic cultures. It is through this understanding that teachers are be able to develop positive views, opinions and perceptions of learners from diverse linguistic and cultural backgrounds. The sociocultural theory is also effective in informing cultural inclusivity within the learning environment. Teachers who apply the sociocultural theory will be able to accommodate different cultural values and behaviors among students, leading to the development of positive perceptions of students from different cultures.
Use of Identified Conceptual/Theoretical Frameworks
The review of literature in assignment 6 identified the issue of poor training among teachers as one of the main challenges that limit the development of positive perceptions towards culturally and linguistically diverse students (Stronge, 2010). The attachment theory and the sociocultural theory are applicable in designing and implementing teacher training programs that aim at allowing teachers to gain cultural awareness and to appreciate the cultural differences of students within diverse classrooms.
The two theoretical frameworks can be applied in informing additional research on the role of teacher training in developing effective teaching practices and overcoming the problems that teachers face in developing positive perceptions of culturally and linguistically diverse students. Research-based recommendations on effective educational practices within diverse classrooms, such as the development of meaningful teacher-student relationships and aligning educational activities with the cultural contexts of students should be informed by both the attachment theory and the sociocultural theory.
References
Alter, P., Walker, J., & Landers, E. (2013). Teachers’ perceptions of students’ challenging behavior and the impact of teacher demographics. Education & Treatment of Children, 36(4), 51-69. Web.
Exposito, S., & Bernheimer, S. (2012). Nontraditional students and institutions of higher education: A conceptual framework. Journal of Early Childhood Teacher Education, 33(2), 178-189.
Fransson, G., & Holmberg, J. (2012). Understanding the theoretical framework of technological pedagogical content knowledge: A collaborative self-study to understand teaching practice and aspects of knowledge. Studying Teacher Education, 8(2), 193-204
Greenfield, R. A. (2013). Perceptions of elementary teachers who educate linguistically diverse students. The Qualitative Report, 18(47), 1-26. Web.
Stronge, J. H. (2010). Effective teachers = student achievement: What the research says. Larchmont, NY: Eye on Education.
Thijs, J., & Fleischmann, F. (2015). Student–teacher relationships and achievement goal orientations: Examining student perceptions in an ethnically diverse sample. Learning and Individual Differences, 42, 53-63. Web.