Whenever possible, we could invite interpreters to join meetings with families. How we view families from cultures different from our own deeply affects how we work with them. All families have had different sets of experiences. We can best help students learn if we believe their family experiences are neither better nor worse than our own, but simply different. As teachers know, children come to school with widely varying experiences in reading, writing, and other literacy activities at home.
Even English speakers come speaking different dialects.
When we do this, Purcell-Gates says, we risk lowering our expectations for the child and writing the child off as less teachable or even unteachable. Lisa Delpit and Joanne Kilgour Dowdy, eds. A further point is that once we recognize differences, we need to respect them. Children from diverse cultures and their families can succeed in American schools without surrendering the customs of their home cultures.
The English language learners (ELLs) in your classroom may represent You can find information in books, articles, and on the Internet. Develop an understanding of the history of our diverse cultural new ways of collecting and analyzing information about students and Talk to parents and students to learn about their linguistic and cultural backgrounds and.
She simply accepted that these families had other ways of showing pride in educational effort. We can then build on these assets to teach the children what they need to learn in school.
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Resources for Learning about Different Cultures The children and their parents: Ask parents for help in learning about their culture. Most parents are happy to help if they feel respected. Colleagues: Teachers of English language learners, other teachers, home liaisons, instructional assistants, and office or other staff may have ideas or skills to offer.
Your school: If possible, talk as a whole staff about cultural and language issues in working with families. Staff teams could learn about a particular issue and share the information with the rest of the school community. Community organizations: Libraries, cultural and social service organizations, churches, other religious organizations, civic groups, and local universities may offer books, pamphlets, and other kinds of help.
With more diversity than ever, teachers have to adjust methods from one student to the next, and from one year to the next. Multicultural education is about more than a classroom with varied skin color — it includes careful examination of the neighborhoods, parenting styles and general experiences that shape each and every K student. In this article, I want to take a look at several ways to encourage a real multicultural education in our schools. In the last century, there has been an increase in global mutual acceptance of opposing views and different cultures — though arguably, there is still a long way to go.
Specifically when it comes to America, it is crucial that multicultural education exist with the increasing number of students who speak a second language and come from somewhere else. Diversity exists even within mainstream society and students need to have the communication life skills that multicultural education promotes. In other words, multicultural education cannot be taught in a textbook.
It must be developed by each educator based on a particular student group. Traditional teaching environments force students from those and other groups to modify their thought and behavior patterns to fit standard European-American norms or else face academic and behavioral consequences.
In a culturally responsive classroom, the onus is instead placed on the instructor to learn about and adapt to the cultural intricacies of the students that they teach. There are tons of ways that educators can approach multiculturalism in K classrooms but the first step is recognizing its importance.
October 24, The Edvocate. True multicultural education takes an active approach to reduce the inequalities in education and provide more equity in access […]. In fact, cultural studies at young ages often take the form of multicultural teaching. This is a teaching practice in which a teacher incorporates different cultural perspectives into […].
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