Teachers should recognize the importance of culture in the classroom and use instructional strategies that are adaptive to students from various cultural backgrounds as the diversity of American schools increases. Little is known about the methods that in-service teachers support and the variables that shape their ideas about such practices, even though pre-service teachers’ opinions on multicultural education are better understood. All students benefit from promoting inclusiveness, raising awareness of intercultural education, and approaching instruction with cultural sensitivity. The practical application of multicultural educational approaches can foster students’ social and intellectual growth and their capacity to contribute to our diverse society.
Supporting parents and caregivers in acquiring language skills for elementary school students is the responsibility of educators for young learners. Children from linguistically and culturally diverse backgrounds can engage with academic or standardized English in schools and receive exposure to it. It has been demonstrated that participation in discussions, socialization, and reading activities all improve language acquisition in students from linguistically diverse backgrounds (Aragona-Young & Sawyer, 2018). Language models are necessary for the best possible language development, which refers to how people speak to one another.
The development of language skills in elementary students is realized through various theories and patterns. Bandura’s social cognitive learning theory and the notion that language is acquired by imitation are interrelated. Another strategy combines elements of nativism and behaviorism (Palmer et al., 2019). According to interactionism, language development is influenced by children’s experiences with language in their surroundings and their biological readiness to acquire the language. Children progressively learn that words are different from the things they stand for. This knowledge is the foundation for children’s metalinguistic skills, which allow them to start thinking about speech and how to utilize it. As a result, children at school learn how to interpret words to convey meanings other than their literal connotations.
Understanding the multicultural practices that instructors employ and the reasons contributing to them to develop optimal skill’s development are both important. Numerous studies indicate or imply that encounters with individuals from other cultural backgrounds affect the implementation of intercultural practices by elementary teachers. According to research, additional educator assistance is needed to help teachers execute higher-level multicultural practices, such as giving students quality instruction and resources and delivering content through alternate formats, including audio or visual (Aragona-Young & Sawyer, 2018).
In the classroom setting, educators can encourage awareness and assertiveness to challenge unfair interaction patterns that unintentionally advantage students from different cultural backgrounds. Ensuring that turn-taking procedures allow for the participation of all students in class discussions is one illustration of this (Palmer et al., 2019). In an environment where at least some students are constantly learning the instructional language alongside the material throughout the school day, researchers encourage teachers to acquire the sensitivity to monitor the shy pupils in their classrooms and discover ways to elevate those voices.
There are various practices and methods that I personally plan to implement in future professional activities. The first step in ensuring that diversity is fostered in the classroom is for me to comprehend each student individually. I plan to spend considerable time getting to know each student’s cultural background, interests, preferred learning methods, and other distinctive characteristics. I may communicate effectively with students and make them feel appreciated by demonstrating a sincere desire to learn about each of them and their culture. Communication is the foundation of a culturally aware and inclusive classroom.
If children feel valued and calm with the teacher, they are likelier to feel the same way about and respect their classmates. One of my preferred methods is critical listening, which incorporates a relationship of curiosity and focus, communication, caring, cooperation, and responsivity toward others. It aims to link students, teachers, and families with others for meaningful and transformative connections. Critical listening also includes paying attention to classroom discourse patterns, recognizing privilege, identifying suppressed voices, and establishing balance (Palmer et al., 2019).
Another strategy, humanizing pedagogies, entails the regular participation of democratic structures that recognize the struggles of the past and the humanity of each community member in ways that are intimate, real, and pertinent to the students while also enabling them to draw connections to broader societal issues. The connections for primary pupils are straightforward and based on subconsciousness; for instance, I can utilize allusions and comparisons to other cultures in my classes and homework assignments to foster a sense of personal connection among students from different origins. In order for them to approach the subject from their own perspective and with the assistance of their families, who will enable them to choose the appropriate source, I also intend to let students read and deliver their materials that are related to the core lesson.
Therefore, for children to develop socially and cognitively, they must be able to communicate. No matter what language they use, children continue to grow and learn. Supporting ethnically diverse students and promoting intercultural conversation in the classroom is essential. Within the school setting, support for bilingualism as a goal is required. While conserving and appreciating the uniqueness of the home language and culture that each child contributes to the early learning setting, educational activities should center on teaching children about the school ad social culture.
References
Aragona-Young, E., & Sawyer, B. E. (2018). Elementary teachers’ beliefs about multicultural education practices. Teachers and Teaching, 24(5), 465–486. Web.
Palmer, D. K., Cervantes-Soon, C, Dorner, L. & Heiman, D. (2019). Bilingualism, biliteracy, biculturalism and critical consciousness for all: Proposing a fourth fundamental goal for two-way dual language education, Theory into Practice, 58(2). 121-133. Web.