The Multicultural Language

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.

In their paper, “Heightening Awareness about the Importance of Using Multicultural Literature,” the authors, Susan A. Colby and Anna F. Lyon, express the importance of how teachers should provide multicultural literature in today’s classrooms, and how the role of literature of this type plays an essential role in the lives of children.

Productivity in the new culture is experienced to an extremely positive extent. Business dealings and negotiations become secondary nature to the expatriate, and the expatriate’s journey becomes a great success in the perspective of their employing company.

The American population is becoming more and more diverse due to the rapid growth in immigration and the birth rates between diverse groups in the United States. The continued growth in the numbers of individuals and families from diverse backgrounds challenges counselors’ ability to meet the needs of a growing and diverse society. Multicultural competence is a key factor in enabling counselors to be effective with clients from different cultures. Multicultural competence means to approach the counseling process from the context of the personal culture of the client (Sue, Arrendondo & McDavis, 1994; Sue & Sue, 2007). In order to be effective when working with people with diverse cultural backgrounds, the American Counseling Association has

It has been speculated an estimate of as many as 100,000 languages had existed prior to the dawn of agriculture. Currently, approximately only 6,500 to 6,900 languages are spoken today worldwide. Correspondingly, these spoken languages are not evenly distributed. Whereas, 230 are spoken in Europe and 2,197 are spoken in the continent of Asia. Like

Chapter fifteen of Multicultural Education is divided into three major sections. These three sections include recruitment and barriers, recruitment recommendations, and retention issues/difficulties. A large part of this chapter focuses on the underrepresentation of culturally diverse students in gifted and advance placement programs. When taking a look at gifted education programs, there is an extreme underrepresentation of African Americans, Hispanic Americans, and Native Americans in these programs. Gifted education programs are a need not just a privilege and should not be used as a simple form of segregation between races or cultures.

Another goal of mine is to be able to practice cultural humility, a term I learned in a multiculturalism course in my undergrad. I plan to work with as many populations as I can throughout my career. I have my biases and generalizations of people and I want to be able to address them in a diverse classroom environment before going into the work field. I am most interested in working with and learning about Children, Youth and Women during my advanced year of study. Specifically with adolescents because of my plans to work in the CSEC field.

The article titled “Cultural and Linguistic Diversity and the Special Education Workforce: A Critical Overview” by Naomi C. Tyler, Zina Yzquierdo, Norma Lopez-Reyna, and Susan Sanders Flippin for The Journal of Special Education, addresses the great need for more diversity among teachers in the field of special education. The article begins with historical background. According to the article, “only 14% of special education classroom teachers are from historically underrepresented groups compared to approximately 38% of the students in their classrooms” (Tyler, Yzquierdo, Lopez-Reyna, & Sanders Flippin, 2004). Obviously, this is a problem because of the troubling fact that “students from [Culturally and Linguistically Diverse] CLD backgrounds

Race ethnicity and gender: Thankfully, today’s classroom seeks to be a global learning environment that is open to students of all cultures. Today’s classroom is a materialization of the distinct emblem of welcome authenticated by the Statue of Liberty. Teachers want to be sensitive to the needs of those students who do not fit into the common American races of blacks or whites. While gender has traditionally involved the clear distinction between male and female, there is also a third group – a group that represents a type of hermaphrodism that is either the result of biology or learned behaviors, and is often identified through the voluntary display of a preferential dress and/or behavior style.Today’s teachers have to deal with this triangular gender existence. Again, the group that is often discriminated against and ill-treated by other students is the one that does not match the norm

Teachers guides, facilities and encourage students to become life-long learners during their school years. Besides teaching them academics, we build relationships and community through their school year. Coupled with, create on the student autonomy of their own learning to grow up and become professionals. Equally important, teachers become learners when building those relationships in order to create a culturally responsive classroom. The course Enhancing Learning through Linguistic and Cultural Diversity has shown me the importance of why getting to know the students that we have in the classroom. Dr. Garcia (n.d) explained the importance of using the five R’s not only in the classroom, but also in the school environment. In addition, he focused on the importance of getting to know the roots of the students, where they come from, how they were raised, know their culture in order to connect them to the learning.

The largest challenge that educators are confronted with when teaching children from culturally and linguistically diverse backgrounds are many of these educators may not be bilingual as well as not know anything about the child's culture. Granted, many teachers who will be teaching children from culturally and linguistically diverse backgrounds are ESL/bilingual education teachers… but in some cases that may not be. According to the textbook, “Cultural differences have strength and value (98)” which means that the child’s culture will mean a lot to them, and will help them shape who they are in their education and their lives. Also, children who are culturally and linguistically diverse may feel like an outcast to the other children that are

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).

As travel and communication have become faster and easier, interaction between people of different cultures has become more and more common. It was once the case that different cultures remained mostly separate from each other, whether due to war, geographic reasons, or beliefs in keeping ethnic purity. Trade and immigration have brought together people of diverse cultures and backgrounds, making communication between people of different cultures unavoidable.

Teaching is a very rewarding career if you learn and understand how to work with the diversity of the classrooms we teach in. As teachers, we need to be more vigilant of where are students come from. Before we can teach we need to know who we are teaching and what background, knowledge, and customs they bring with them to the classroom. We must also be aware of the factors that are relevant to the academic achievement of the students we currently teach. There are many of these factors, but I want to focus on two; teacher quality and low teacher expectations.

and curriculum. The discussion of the historical and philosophical background of multicultural education teaches educators how race and culture influence educational policy and programs. Multicultural teaching and curriculum is also crucial for the development of equitable education for diverse students. The author asserts that multicultural education can lessen biases while also furthering democratic beliefs and practices among students. The text’s discussion of multicultural education is significant to the field of multicultural education as it demonstrates how multicultural educational practices help students become culturally literate and prepared for today’s diverse and globalized world.