The Importance Of Language As A Multicultural Classroom

Language is very individual, not everyone will think the same, this is the same for children, from the moment we are born we are exposed to the world of language, this isn’t just verbally, we use written language also. Language is something we do in our everyday life’s, it is something we learn from the world we socialise in and in our culture, children will mimic those around them and, learn language themselves by interpreting the world around them. We use language every day to express our thoughts, feelings, create and maintain social relationships. “All language written, spoken and visual-arises from cultural and social contexts and is understood by people in terms of their social and cultural backgrounds” (Campbell, R & Green, D. (2006). pg 2). This is where children in classrooms are influenced by social and culture backgrounds. How children learn in the classroom will depend greatly on their exposures they have had in life, does their culture practice of language and literacy compliment or conflict the practices that is expected at school. There is no right or wrong answer, it is very much expected that not all children will practice at home what is expected at schools, This is why as teachers, we need to be aware that not all children are the same, as we are not, they may use language differently , so “ Teachers are therefore faced with the task of observing children, locating their interests and needs as well as their uses of language” (Campbell, R & Green, D. (2006). Pg 6). Children want to feel they are in an insider regardless of their past learning, all schools should be able to assist children transition into learning at school. When it comes to teaching literacy and language, “All children are from differing language and cultural backgrounds, children with

Chapter two of the Educational Research Planning, Conducting, and Evaluating Qualitative Research, composed of the research problem, one needs to address some sort of controversy in education. One needs to understand if the topic if the topic is important enough to study, how the study will add to current research or understandings, and finally who will benefit from the study (Creswell, 2015). Chapter three is consumed with the understanding of literature and it relevance to the problem at hand (Creswell, 2015). By using mono cultural resource are students of color being disadvantaged? The majority of teachers, as well the authors of textbook and testing questions have a predominantly European ancestry. Students of color are expected to conform to these resources.

Language is an integral part of human existence. It is not only a crucial tool in which we use to convey meaning to others, but also a cultural construct passed down from previous generations that helps to define who we are and how we relate to others. Ultimately language defines our relationships with others, the way we use language is shaped by our own socio- cultural background and also that of whoever we may be communicating with. Self awareness of how our own use of language has been shaped by our background and an understanding of what shapes others use of language leads to better communication, understanding and empathy.

Our understanding of language, as languages educators becomes part of our professional stance and, as such, influences our curriculum, planning and classroom pedagogies. Teachers who view language simply as code make acquiring grammar and vocabulary the primary, if not the only, goal of language learning. Within such a limited approach, students do not begin to engage with language as a communicative reality but simply as an intellectual exercise or as a work requiring memorising.“It is primarily a conventional symbol system concerned with communication or coorperation between people” (Lyons, 1981) “Individual and social (Gee & Hayes, 2011) – people talk like others and yet all have their own style (Bakhtin, 1981, 1986). Every language shares the same basic design properties – nouns, verbs, sentences, and clauses (Chomsky, 1965).

I learned that many words we use in modern times have been adapted or taken from different cultures (gee and hayes). It was interesting to look at all the words we use, and find out their origin. I consider myself as a culturally aware person, however, working as a teacher’s aide in a very culturally diverse school, I did learn that some of the children from different cultures are seen as lazy or ignorant. In fact, this is because every culture is different and factors such as body language and eye contact mean different things. Non-verbal communication is just as important as written or oral, as it can assist in getting the message across when there is a language barrier. Anstey and Bull refer to ‘semiotic systems’ as the various ways in which meaning is communicated between people. As a teacher, my best approach to teaching will be to be aware of differences in children, and adapt lesson plans accordingly. I was made aware of multiliteracies which includes multimodal ways of learning through incorporating written, oral, visual, audio, gestural, tactile and spatial activities. I have enjoyed learning new ways to communicate, and realise that language empowers us and helps us to identify ourselves in

Language is used to communicate and convey meaning from one person to another. It is an arbitrary system of sounds and symbols in which it is contextualised and is used to express cultural identity and social relationships. Language can be seen by the way individuals communicate through gestures and facial and body expressions. Language can be heard through voice and attitude (Gee & Hayes, 2011). Language is diverse in the sense that different languages have different words for the same concept. However language allows communication of values and beliefs. Kilickaya (2009) highlights that, ‘English is the best option for people from different backgrounds’. Within Standard English different registers are used to assist communication,

Language has different meanings and is used to describe something physically presented in the world. It is distinguished among terms such as oral language, written language, and language itself. Oral language is the primary form of language and written language comes second. An individual’s social class can influence the way language is written and spoken. Language is ideological, where an individual’s view of the world can be changed. Multi-literacies can influence the way texts are viewed and the child's access to it can shape their journey with language. Educators guidance on their students can affect the child's skills and learning of language. Language has its many purposes and forms in which are influenced by culture and religions.

Another socio-cultural factor which influences children’s language development is their cultural backgrounds and identity. A child’s cultural identity greatly influences the way they learn and their approach to education. “Teachers should

Language is an art form through which shapes our understanding of ourselves and our world. (BOSTES, 2012). It is through language; where human beings are able express their inner thoughts and emotions. Language is defined as the verbal behaviour; gestures, body movement (Pierce & Eplin, 1999). The NSW K-10 English Syllabus emphasises that language is central to the intellectual, social, and emotional development of all students and that the model of language development is through a sociolinguistic approach. Sociolinguistics is referred to as the study of language and its relationship with culture and society (Kennedy, 2014). Sociolinguistics is an approach through which correlates with the NSW K-10 English Syllabus, as learning English, is recursive and develops through ever-widening contexts (BOSTES, 2012). It is through English, where students develop their critical and imaginative faculties to broaden their capacity for cultural understanding. (BOSTES, 2012). Through the syllabus (the rationale, aims, objectives, outcomes, stage statements and content), is the notion of how students will develop an appreciation of language as well as the skills in composing, understanding values and attitudes. Thus, the study of English, as expressed in the syllabus, allows students to learn across the curriculum as well as develop an understanding about and dress contemporary issues they face (BOSTES, 2012).

Together with Dr. Garcia, Dr. Nieto and Bode (2008) explained that affirming language and culture can help students become successful and well- adjusted learners, but unless language and cultural issues are viewed critically through the lens of equity and social justice, they are unlikely to have a lasting impact in promoting real changes. Therefore, Dr. Tharp (Laureate Education, n.d) explain in one of the CREDE standards developing literacy and language skills across the curriculum. Being said this, teachers and school staff must be aware of our students

In the following paragraphs I convey my thoughts supported by research in relation to the following questions: Why is it essential to consider the cultural and linguistic diversity of our classroom? What are some ways educators can become more culturally competent? What should be considered when managing the behavior of culturally and linguistically diverse learners? What should be avoided? How can the information presented in this article be applied to my own classroom?

Chapter eight of Multicultural Education focuses on both understanding and supporting gender equity in schools. Supporting gender equality use to mean providing both equal access and equal outcomes for all students regardless of their gender; equality meant proving students with the exact same rather than providing students with opportunities and experiences based on what they needed in order to succeed and better themselves. Equality does not only focus on gender and understanding, it also includes other diverse aspects of male and female roles such as race, ethnicity, sexuality, disability, and religion. All of these diverse aspects create uniqueness from one student to another, which reiterates why we cannot use a one-size fits all teaching approach in our classrooms.

First, it is important to identify two main types of bilingual education; transitional and maintenance. Transitional means the primary focus is on learning the dominant language, while drifting apart from the minority language. On the other hand, maintenance deals with maintaining and developing the L1 while also trying to learn the dominant language (Hidden Curriculum, 2014). The main focus of maintenance is to help the child maintain their cultural identity while also trying to help them learn the minority language while living in a society that is prevalent in that specific language (Hidden Curriculum, 2014). Now that we have had the chance to talk about bilingual education and talk about two important aspects of bilingual education

I recently, came across an article titled Understanding the Power of Words in Multicultural Education written by Obiakor, Smith, & Sapp according to them “Historically, words are powerful! In many cases, they are used appropriately when we value people and used inappropriately when we hate them. As a result, they have become powerful tools in multicultural education and interactions” (Obiakor, Smith, & Sapp, 2007). Communication is important, especially when dealing with multicultural groups of students in a day to day classroom situation. In fact, it is important to become familiar with all the students cultural back ground.

Education is one of the most important factors in every person’s life regardless of where they’re from, their race, or their culture. Becoming educated not only makes life easier for us but also can help people become more successful in all things. However with so many people of various races, ethnicities and backgrounds in the United States it is difficult to create an education system that attends to each student’s individual culture. Ones own culture influences their actions and lifestyle, therefore this can create conflict if it is different from their schools cultural teaching style. Multicultural and multilingual classrooms have become the norm in many educational and professional settings throughout the U.S. because of changing immigration patterns caused by globalization (Institute for Educational Leadership, p. 2). For teachers today, it is essential to understand the role of culture and have the ability to interact interculturally in the classroom to create an effective learning environment. Analyzing cultural issues or differences can help teachers to understand some of the unconscious processes that shape individuals’ actions and interactions, as well as their language use and communication. “Teachers who understand cultural diversity…are more likely to be successful in their multicultural classrooms” (Samovar, Pg.2).