Cultural responsiveness: Developing a classroom relevant to LEP and FES students (original) (raw)

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This paper explores the importance of cultural responsiveness in classrooms that include Limited English Proficient (LEP) and First-Generation English Speakers (FES). It emphasizes the need for teachers to understand the diverse cultural backgrounds of their students to create a safe and inclusive learning environment. The paper advocates for culturally relevant pedagogy and outlines strategies for teachers to bridge cultural gaps, foster meaningful contributions from all students, and avoid stereotyping in their approaches to teaching.

Culture in the classroom: to teach or not to teach?

Journal of Teaching in Physical Education

Kazakhstan as a country with plentiful historical and cultural background rooting in ancient times underwent various stages of development and transformations from the country of nomads to the one of Asian Winter Games 2011 and Expo 2017. Thus, rapid development of intercultural and international relations within and outside the country requires modernized system of foreign language education. However, the role and impact of local and target culture on learning process is sometimes underestimated by language teachers and this issue is debated widely. Do culture-oriented FL classroom activities actually influence students' achievement level? What are the perspectives of foreign and Kazakhstani researchers, practitioners and theorists in the field of FLT on cultural education? Present article dwells upon the consideration of the answers for the question on the respectives on the place of culture in foreign language classroom. In the light of the policy of tri-lingual education in ...

Cultural Sensitivity in the Classroom By

1998

This paper examines the classroom interactions between students and instructors of different cultural backgrounds and offers insights as to how instructors might maximize their effectiveness with diverse groups. Inspired by the lived experiences of an African-American graduate student in a department staffed predominantly by European-American faculty members, the paper calls upon instructors to create an environment conducive to learning by employing a variety of teaching strategies which acknowledge the unique learning styles of students. (Contains 20 references.) (Author/NKA) * Reproductions supplied by EDRS are the best that can be made * * from the original document. *

Culture in the Monolingual Classroom

Abstract Phatic expressions are primary means of establishing /maintaining social contact in human societies. Language and culture are its main ingredients transferred from generation to generation. Exposure to any new language involves learning culture awareness of the language learned. D’souza (1992) propounds and maintains that they are learned simultaneously (p. 16). Therefore learning a foreign language is learning about the culture of the language too, explicitly or implicitly. Kachru (1992) however points out another dimension to the “spread of English across cultures” maintaining it has “two sides”: those who use English as their first language and those who use it as additional language. To the majority of Indians and Bangladeshis English is the additional language, but in India, English is their second language whereas in Bangladesh its status is that of a foreign language.

When the Teacher's Culture Meets the Students'

Culture has become an important component of language teaching. Culture is a complex term to define, as it encompasses different sides. Teaching culture can be part of daily language activities and does not necessarily require creating separate ones. The educational and personal benefits of teaching culture are elaborated in relation to the communicative language teaching approach. Based on various contexts of teaching culture, the main purpose of this paper is to encourage broadening the meaning of culture to cover diverse cultures and not be limited to the culture of the language being taught. These cultures can be the teacher’s or the students’ since both are intriguing, and serve the purpose of encouraging students to be engaged in intercultural communication. Some skeptical viewpoints of teaching culture are examined here to provide educators with an objective and realistic view of the situation. Finally, some teaching suggestions and activities are recommended.

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