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    Edu 305 Final Paper

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    The document discusses teaching culturally and linguistically diverse students. It notes that most of a culture's characteristics are invisible beneath the surface. It is important for teachers to understand differences in spiritual beliefs, behaviors, and parental roles across cultures in order to best educate students. The author discusses their experience learning about culture through writing an autoethnography and recognizing the importance of non-verbal communication across cultures. The work of James A. Banks, who advocated for prejudice-reduction strategies and inclusive curriculum, is also discussed. The author feels they have gained an understanding of diversity through their coursework and field experiences.

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    Edu 305 Final Paper

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    api-316953942
    126 views3 pages
    The document discusses teaching culturally and linguistically diverse students. It notes that most of a culture's characteristics are invisible beneath the surface. It is important for teachers to understand differences in spiritual beliefs, behaviors, and parental roles across cultures in order to best educate students. The author discusses their experience learning about culture through writing an autoethnography and recognizing the importance of non-verbal communication across cultures. The work of James A. Banks, who advocated for prejudice-reduction strategies and inclusive curriculum, is also discussed. The author feels they have gained an understanding of diversity through their coursework and field experiences.

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    The document discusses teaching culturally and linguistically diverse students. It notes that most of a culture's characteristics are invisible beneath the surface. It is important for teachers to understand differences in spiritual beliefs, behaviors, and parental roles across cultures in order to best educate students. The author discusses their experience learning about culture through writing an autoethnography and recognizing the importance of non-verbal communication across cultures. The work of James A. Banks, who advocated for prejudice-reduction strategies and inclusive curriculum, is also discussed. The author feels they have gained an understanding of diversity through their coursework and field experiences.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    126 views3 pages

    Edu 305 Final Paper

    Uploaded by

    api-316953942
    The document discusses teaching culturally and linguistically diverse students. It notes that most of a culture's characteristics are invisible beneath the surface. It is important for teachers to understand differences in spiritual beliefs, behaviors, and parental roles across cultures in order to best educate students. The author discusses their experience learning about culture through writing an autoethnography and recognizing the importance of non-verbal communication across cultures. The work of James A. Banks, who advocated for prejudice-reduction strategies and inclusive curriculum, is also discussed. The author feels they have gained an understanding of diversity through their coursework and field experiences.

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    © All Rights Reserved
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    of 3

    Helen Webb

    EDU 305: Foundations of Cultural and Linguistic Diversity


    12/11/12
    Teaching culturally and linguistically diverse students
    Culture is like an iceberg. Only approximately 1/8 of culture is visible in forms such as
    dress, customs, food, and rituals. This was an idea presented by Dr. Alexander Lapidus in the course
    titled Foundations of Cultural and Linguistic Diversity. It is the invisible that carries the highest
    emotional load. Ideas such as spiritual beliefs, conceptions of appropriate behavior, and even the
    role of a parent in a childs education are all differences that one needs to be aware of in order to best
    educate children from diverse social and ethnic groups.
    It is critical to become familiar with different populations that are present in ones area. Maine
    is one of only seven states in the nation in which Spanish is not the most spoken language among ELL
    students. Somali is spoken by 33% of ELL students, followed by Spanish (11%), French (7%), Khmer
    (6%) and Arabic (6%).
    Identity as an emergent teacher-scholar
    During my studies, I have used different methods of getting to know and gain a greater
    understanding of the concept of culture and the ways we as teachers can strive to respect and
    encourage our students as members of a diverse society. One way that I have done this is through the
    practice of writing an autoethnography. This process allows an individual to conduct introspective
    research in order to examine different aspects of his or her identity. It is important to indentify and
    synthesize ones own experiences and beliefs in order to reach outside oneself and understand others
    and the origins of their values. This helps to reduce misconceptions and stereotypes.
    Non-verbal Communication
    50 to 90 percent of communication is non-verbal. It is critical that we as teachers not only
    understand the differences in spoken language across cultural backgrounds, but also understand the

    differences in socially appropriate facial expressions, body language and personal space. It is also
    important to recognize differences in the meaning of signs and symbols that may be unfamiliar or
    even offensive to some groups. (Bennett p. 62) As a teacher, it is important to be aware of these
    possible social differences not only to reduce the risk of offending students and their families, but also
    to acknowledge their diverse social needs in order to allow students to feel a sense of safety and
    belonging in the classroom.
    This semester I held two field placements; one at King Middle School in Portland, and the
    other at Alfred Elementary School in Alfred, Maine. As an emergent teacher striving for a career in
    Special Education, I compared my experience working with culturally and linguistically diverse
    students in Portland to the more familiar experience of working with children who were non-verbal in
    the elementary school. I am not suggesting that students for whom English as a second language in
    any way fit into a special education setting. I did, however, find commonalities in some of the
    methods of teaching these students who are learning different ways to communicate, to challenge
    expectations, and to participate in a diverse society. Through the use of images, technology, and
    practical application of skills, such students are able to learn and express their understanding of
    concepts. Also, using examples from their own life experience helps them to gain a deeper
    understanding of ideas presented.
    James A. Banks
    One scholar who has influenced my understanding of teaching of culturally diverse learners is
    James A. Banks, who is known as the father of multicultural education in the United States. In the
    article Improving Race Relations in Schools: From Theory and Research to Practice, Banks
    suggests that changes in demographics require teachers to develop curriculum that give students from
    diverse backgrounds equal opportunities to learn. He advocates for the use of prejudice-reduction

    strategies, as well as for creating an environment that promotes inclusion and acceptance. (Banks
    2006, 612-613)
    According to Banks, it is important to implement instructional techniques that encourage
    students from diverse groups to gain the knowledge, skills and attitudes that are critical in order for
    them to participate effectively and help to promote a civilized society. (Banks and McGee Banks
    1995) I believe that this idea, which Banks refers to as equity pedagogy, is a direct connection to the
    purpose of a K-12 education, teaching students how to become valuable members of society and to
    allow them to be able to make educated decisions about social and other issues that they will face in
    the future.
    Conclusion
    Through my coursework and my experience in the field working with culturally and
    linguistically diverse students, I have been made aware of the value of diversity in the classroom and
    the importance of teacher understanding in order to best serve individuals of different cultural
    backgrounds. With the help of readings on scholars such as James A. Banks and mentors in the field, I
    have developed a firm foundation in the theories and practice of teaching these students. I see myself
    as a leader in the effort to promote understanding of diversity in the classroom.

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