Language and Cultural Differences in the Classroom

Overview

Module 7 will examine the use of language and the way that cultural differences are addressed in the classroom setting.

Course Objectives Addressed

Recognize and value the issues and complexities of language as a cultural practice

Module Learning Outcomes

Determine the roles of language and culture within the classroom
Explain the role of an educator in creating a culturally inclusive classroom

Readings

The Skin That We Speak Edited By Lisa Delpit - Chapters 3-8

Language and dialects in the classroom

In many classrooms across the United States, Standard or General American English (SAE/GAE) is considered the only appropriate dialect used by both teachers and students. As discussed in module 6, this dialect of English has a broad scope of use in the United States, making the ability to comprehend and use GAE important for students in order to function in American society. However, the use of other varieties of English should also be embraced within the classroom setting to assist in creating a culturally inclusive learning environment for all students.

Culturally Inclusive Classrooms

The work of creating a culturally inclusive classroom cannot be taught in one module. However, this module will present an overview of several key concepts and approaches which aim to create educational environments in which all students are valued and feel a sense of belonging.

Culturally Relevant Pedagogy

"Culturally Relevant Pedagogy (CRP) is a philosophical outlook towards one’s approach to teaching that informs the what, the how, and the why. CRP focuses on the academic and personal success of students as individuals and as a collective. It ensures students engage in academically rigorous curriculum and learning, feel affirmed in their identities and experiences, and develop the knowledge and skills to engage the world and others critically.

CRP, a pedagogical framework coined by Dr. Gloria Ladson-Billings in the early ’90s, rests on three fundamental pillars—academic achievement, cultural competence, and sociopolitical consciousness. These three pillars work in tandem with one another—in other words, a culturally relevant teacher cannot focus on one pillar without also inherently focusing on the others." (Escudero, 2019, para. 7-8)

Culturally Responsive Teaching

"Culturally responsive teaching means using students’ customs, characteristics, experience, and perspectives as tools for better classroom instruction.

The term was coined by researcher Geneva Gay in 2000, who wrote that 'when academic knowledge and skills are situated within the lived experiences and frames of reference for students, they are more personally meaningful, have higher interest appeal, and are learned more easily and thoroughly.'

It’s the kind of teaching that helps students of color see themselves and their communities as belonging in schools and other academic spaces, leading to more engagement and success." (Najarro, 2023, para. 5-7)

Culturally Sustaining Pedagogy

"Culturally sustaining practices (CSP) allow, invite, and encourage students to not only use their cultural practices from home in school, but to maintain them. CSP allows students to exist not only in the culture of their school, but also in the culture of their home." (Chajed, 2020, para. 1)

This video highlights the culturally inclusive practices that are used in a bilingual school in Tuscon. While not everyone will have the opportunity to work in this type of school setting, their practices can be applied to any classroom.

This video discusses the importance of educators learning about the communities that they serve in order to increase their cultural competence.

Learn to Listen

In this Ted Talk, Azul Terronez discusses the question, "What makes a good teacher great?". His discussion sheds lights on an important aspect of language in the classroom that is often overlooked; listening. Both teachers and students can learn a great deal when they actually listen to one another. This applies to all teachers and students but especially ones who do not share similar cultural backgrounds. These differences, as discussed throughout this course, should be embraced, explored and utilized in the classroom.

Additional Support

School systems are staffed with trained professionals who are equipped to help students who need additional educational support. If you feel that one of your students is struggling academically, find ways to help.

The difference between a language difference and a language disorder can often be difficult to distinguish. Open lines of communication and cooperation between parents, teachers, and other professionals within the school system can ultimately determine a student's success or failure.

Just a few examples of professionals who may be able to assist are:

Teachers of English to Speakers of Other Languages (TESOL)
Speech-Language Pathologists (SLP)
Literacy Teachers/Specialists
Teachers of Exceptional Students
Guidance Counselors
School Psychologists

Discussion Questions

No formal discussion questions will be graded this week. However, an open discussion forum is available for this module on Canvas to encourage class discussion.

Assignment

Introduction

As future educators, creating an environment in your classroom where all students feel included is crucial to the success of those students. This assignment will provide an opportunity for you to create a lesson plan that exhibits your ability to include all of your students equally. Please be creative and unique in your submissions.

Completion Instructions

Choose a topic (e.g. - social studies, language arts, math, etc.) and age group (e.g., elementary, middle or high school students) that you plan to teach upon the completion of your degree. Prepare a lesson on a specific topic that could be easily implemented in the classroom, employing the ideas presented in this course on language and cultural diversity. The idea is to incorporate the unique cultural differences of your students into the lesson plan.

A UMSV formal lesson plan is required but is not sufficient as the only submission for this assignment.

Some examples include: three-digit addition for second-grade students, food groups for kindergarten students, cardinal directions for fifth-grade students, etc. Each lesson should incorporate the ideas presented in this course regarding language, cognitive development, and cultural diversity.

In addition to the lesson plan, the following questions must be answered in a separate document:

What tools, visual aids, books, etc., will you use? (Provide these resources, or links to these resources as well - PowerPoint presentations, YouTube videos, handouts, etc.)
How will you incorporate the students' unique cultural backgrounds into this lesson?
How will you ensure that all students' cultures are valued and respected during this particular lesson?
How will you ensure that all students can relate to the content in order to achieve the learning outcome for this lesson?
What difficulties and/or misunderstandings do you anticipate with this lesson and how would you address them?

This assignment will be graded based on your ability to synthesize the information from this course and prepare for your role as a future educator. Your project should demonstrate an ability to present your personal considerations and observations professionally.

Submission Instructions

There is no page length requirement for this assignment. This assignment can be presented in whatever format you feel best conveys the lesson (essay, video, charts/diagrams, PowerPoint presentations, etc.). You may also use a combination of these formats. A UMSV formal lesson plan is required but is not sufficient as the only submission for this assignment. All work must be submitted through Canvas.

Required Tasks

Read through the content of this module

Watch the videos embedded in this module

Complete the required readings

Complete and submit the final assignment in Canvas

Complete the Handbook Agreement and Professional Statement assignments in Watermark

References

Chajed, A. (2020, February 12). Culturally Sustaining Pedagogy: An Introduction. Center for the Professional Education of Teachers. https://cpet.tc.columbia.edu/news-press/culturally-sustaining-pedagogy-an-introduction

Culturally Responsive Teaching - Lathardus Goggins II, Ed.D. (n.d.). http://successfulacademics.com/BlackChildSEL/CRT.html

EarlyLiteracyClub - Activities, tips, insights. (n.d.). https://earlyliteracy.club/decreasing-the-reading-gap

Edutopia. (2022, September 29). How Culturally Responsive Practices Help Students Connect to School [Video]. YouTube. https://www.youtube.com/watch?v=mPfMExJZOIw

Escudero, B. (2020, August 31). How to Practice Culturally Relevant Pedagogy. Teach for America. https://www.teachforamerica.org/stories/how-to-engage-culturally-relevant-pedagogy

Najarro, M. W. (2023, March 24). What Is Culturally Responsive Teaching? Education Week. https://www.edweek.org/teaching-learning/culturally-responsive-teaching-culturally-responsive-pedagogy/2022/04

SciGirls. (2019, May 17). Culturally Responsive Teaching [Video]. YouTube. https://www.youtube.com/watch?v=Y22JGwU1Upc

Teaching and Learning Central. (2022, November 10). Understanding Research Articles | Culturally Sustaining Pedagogy [Video]. YouTube. https://www.youtube.com/watch?v=JXek0q71Z0c

TEDx Talks. (2017, February 2). What makes a good teacher great? | Azul Terronez | TEDxSantoDomingo [Video]. YouTube. https://www.youtube.com/watch?v=vrU6YJle6Q4

TolentinoTeaching (Resources for English Teachers). (2020, August 1). Culturally Relevant Pedagogy: Cultural Competence [Video]. YouTube. https://www.youtube.com/watch?v=3dKY7DtMsY0

TolentinoTeaching (Resources for English Teachers). (2020, July 25). What is Culturally Relevant Pedagogy? [Video]. YouTube. https://www.youtube.com/watch?v=vrbJrXMgrhU

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