The Factors That Necessitate And Influence The Teaching Of Culture

Over the years the concept of culture has shaped people and what they believe in. According to the textbook culture is defined as a set of beliefs, traditions, and practices. The conception of culture can be described as material or nonmaterial. Material culture is described as everything that is a part of our constructed, physical environment. On the other hand, nonmaterial culture refers to values, beliefs, behaviors, and social normal. I believe culture can be defined and shaped in many ways. I feel that culture differs from one location to another because the natural environment has an impact on the culture. Also, some people come up with their own ideas and values. There are changes within cultures across time because people grow and develop

Currently, general education classrooms have increasingly become diverse with both disable students and students from different linguistic and cultural backgrounds. In order for educators to ensure that they effectively teach these classrooms, meet the needs of each student both successfully and individually, effective research that is based on strategies need to be implemented. The U.S. Department of Education suggest that, the current school-age population is becoming more diverse as time passes, yet, majority of the teachers in these schools are white non-Hispanic women. According to another report by The Condition of Education in 2006, American schools are portraying increased diversity and growth. The report suggested that, forty two percent of students in public schools were ethnic or racial minorities in the year 2003; this increased from twenty two percent since 1972. Owing to these reasons, teachers in these schools are expected to educate a diversified class of students including those that come from diverse linguistic and cultural backgrounds. Teachers are therefore, required to implement a number of key strategies that will ensure that every student in specific classroom feels that he or she belongs there (Worrell, 2010).

When my grandfather was thirty, he could speak four languages. He would talk to his parents in Farsi, his friends in French, his neighbors in English, and his cousins in German. Fifty years later, he continues to surround himself with the culture of those he has met and connected with. He may be living in a largely Farsi speaking community, but the cultural appreciation fostered after years of stumbling through three foreign languages has followed him. Language unlocks doors between different peoples and cultures, ultimately laying the foundation for clear communication and honest discourse. We currently live in a world where the

In our world of expanding technology and shrinking geography, people of different cultures have increasing frequency of contact and need for effective communication on a daily basis. Whether through travel, immigration, or international business, having the ability to communicate across many different cultures is an advantage in and of itself. Speaking a different language is an obvious obstacle to intercultural communication, but a greater and more difficult hurdle is to “speak” a different culture. To understand and comprehend and even apply these tiniest

The world culture has many different meanings depending on the person you ask. Each person has their own view on what they think culture is. To me, culture could be defined as different puzzle pieces that come together to create a person socially, physically and mentally. According to Chapter Three, Culture and the Culture-Learning Process, authors Cushner, McClelland, and Safford (2009) talks about culture and defines it as “Culture determines, to a large extent, people 's thoughts, ideas, patterns of interaction, and material adaptions to the world around them” (p. 61). This definition of culture explains that everyone culture is different based on their environment and influences around them. Culture starts at home and can then branch

Language is a communication method that makes everything easy to communicate with others. The language barrier is the biggest challenge and hurdle of most people whom their English is a second language. Growing up in a family with parents that only speak another language could be viewed very similarly to a double-edged sword. This challenge with society forces people to learn the English language. Although there a lot of difficulties with the second language, eventually the transition between both languages would become easier by time and more practice. Starting to be able to comprehend the English language is the best way overcomes this barrier. Although these challenges were not easy to overcome, persistence, dedication and hard work would facilitate everything. Despite the fact that language is considered the biggest barrier, culture comes as a second harder barrier in means of communication. Effective communication with people of different cultures is especially challenging. Culture on the other hand, provides people with ways of thinking, seeing and hearing and, then understands the things around. Thus, the same word can mean different things to people from different cultures, even when they talk the same language. Stella Ting-Toomey describes how culture involves with cultural understanding where ach culture has its own rules about proper behavior which affect verbal and nonverbal communication. How close the people stand to each

How does our native language affect we think about the world and our place in it? How is speaking more than one language difficult? Tom Munnecke’s purpose was talking about how learning many languages frustrated him, and how each language frustrated him. Each of these languages he saw as “shells,” and he goes on to talk about each language and its limitations and/or opportunities. The audience for Nothing is Missing are people who are interested in learning one, or more than one, different language. This article could also apply to people who are already bilingual, or already know multiple languages. Munecke would like people who are interested in learning more than one language to know how the first language we speak affects the way we

I have the pleasure of being in a Kindergarten classroom with sixteen amazing children this semester. Three of these children are English Language Learners (ELL). The one I have chosen to focus on for the purpose of the next several assignments is a little boy from China who I will refer to as ML. ML is polite, quiet and a focused child in the classroom. Though we are only a little over a month into the school year, ML seems to be thriving in his class. His culture may play a role in his current success because “a good education has always been highly valued in China, as the people believe that education ensures not only the future and development of the individual but also the family and the country as a whole” (Education

Student-teacher relationships: The video show that the teacher or students have no relationship in learning or teaching.

When educators are culturally competent and gain an understanding of the cultural identities present amongst the children in their care they can have respect and an understanding of the way children and families know, see and live this world. Educators may then celebrate the benefits of diversity and may be able to understand and honour the differences.

Being raised under the strong influence of a courageous Danish grandmother, I learned that best way to go through life was to be brave and take new opportunities with an adventurous spirit. As the oldest in a family of five children, I soon discovered how important it was to be independent and self-reliant. By middle school, my love of music became a healthy escape from the busy household, and I spent many hours practicing piano and in band rehearsals as a clarinetist. This interest in music opened a door to university that might have otherwise remained closed. Attending the University of Western Ontario as a music education student was a perfect match for me. I had always wanted to be a teacher. I have childhood memories of lining up all of my stuff animals on my bed in front of a makeshift chalkboard, and little Debbie holding a ruler as a pointer stick. I can hardly believe that such a small spark could lead to a lifetime of educational service far from home.

A culture is defined by those who practice its every day customs, language, traditions, and uphold its beliefs, but one does not have to be of that culture by birth to do these things. In a world of highly-technologized media, social apparatuses, and widespread ideas, one would think that the prospect of cultural misunderstandings would be nil in their effects toward modern society, however, somehow these plaguing stereotypes, generalizations, and inaccurate prototypes make it through the filter of a highly educated world. Therein lies the problem-the world is not as educated as many might perceive. Thousands of developing nations power ahead to industrialization and standards of education sweep nations abroad, so what keeps cultural misconceptions so staunch in modern society? The answer lies in the problem of cultural understanding. In order to fully comprehend, appreciate, and respect another culture, one must delve into the deep regions of custom, language and tradition, as well as the historical prevalence that some of these misconceptions are steeped in. Learning a language is perhaps the best way to accomplish this cultural appreciation, and will certainly aid an individual in avoiding offensive and often detrimental cultural misconceptions.

People’s worldview is shaped, in part, by the languages they speak and their ideologies on said languages. Each of my four grandparents grew up in a different country, so that has created in interesting mix of languages, cultures, and accents that I was exposed to at a young age. The languages I have been exposed to have ranged from religious studies,to self-learning, to an important language exam in high school. This tangle of different cultures not only makes family gatherings interesting, but it also plays an important part in my personal identity and beliefs.

Culture is “the knowledge, values, attitudes, and traditions that guide behavior of a group of people and allow them to solve problems of living in their environment” (Woolfolk 193). It is clear that a students cultural background shapes who they are, therefore this could shape what kind of student they are in the classroom. The visible signs of culture are clothing, language, and traditions. But taking a look deeper into someones culture can reflect who they are and their beliefs. The text suggests that some psychologists believe that cult defines intelligence. I am not sure I totally agree with this. I believe cultural tendencies can definitely impact the way children participate in the classroom. To engage students effectively in the learning process, teachers must know their students and their academic abilities individually, rather than relying on racial or ethnic stereotypes or prior experience with other students of similar backgrounds or culture. “Knowing a student is a member of a particular culture group does not define what that student is like” (Woolfolk 197). People are individuals, and just because they have a certain culture background, does not mean they have the same attributes shared by other members of their culture. I do believe that culture matters. To truly engage students, as teachers we must reach out to them in ways that are culturally responsive and appropriate, and we must examine the cultural assumptions and stereotypes we bring into the

Kroeber and Kluckhohn (1962) identify over 150 scientific definitions of the concept of culture. Indeed, many authors have tried to define culture and this is why there are so many definitions and that a unique one is hard to find. First of all, Kroeber and Kluckholn (1952) assume that culture is a suite of patterns, implicit and explicit, “of and for behaviour acquired and transmitted by symbols, constituting the distinctive achievements of human groups, including their embodiments in artefacts” (p.47). Later, Hofstede adds that culture is “the collective programming of the mind which distinguishes the members of one category of people from another” (Hofstede, 1991, p.51). This definition is the most widely accepted one amongst practitioners. For Winthrop (1991), culture is the distinctive models of thoughts, actions and values that composed members of a society or a social group. In other words,