Many Languages, Many Cultures | Scholastic
az-links.info: One Classroom, Many Cultures: Teaching Strategies for Culturally Different Children (): Anne-Katrin Eckermann: Books. One key factor for success will be your ability to work well with children's families, Because this is often the first meeting between you and the parents of the Do I have classroom materials in the different home languages and are those. Many Cultures Meet. Chapter 1. Pre-History to Obj: How did Natives get here Trade led to a increase in the middle class; Merchants brought wealth.
I wouldn't use the word "manage" - it's great to have such a diverse range of nationalities and cultures as students bring their different backgrounds and experiences to the classroom. It's reassuring and heart-warming to see that the prejudices that exist in the adult world are virtually non-existent in the classroom. Sometimes it can be a challenge to teach students with EAL even with support in the classroom. I've had some very amusing "conversations" with students.
Once I was trying to explain what a rabbit is and I ended up having to act out a rabbit by jumping along with my hands upright on my head pretending to be ears! The student thought it was hilarious but understood. Having pictures prepared really helps. I'm also a year 12 form tutor and guiding students who may be the first generation from their family to apply to university is really rewarding.
Sometimes these students need additional support through the process as their families have no prior experience to draw from. Role models are really important for students, seeing scientists from a range of backgrounds raises their aspirations.
We regularly host events and have visitors or Stem ambassadors giving lectures or taking part in career speed networking events. I've travelled a fair bit and it really helps my awareness of places and cultures that students talk about. Having conversations and showing understanding really helps build relationships in the classroom. Many teachers at Lampton have had specific EAL training, myself included.
One Classroom, Many Worlds (eBook) by Jacklyn B Clayton. Teaching
I found it to be really useful as it helped me develop strategies for scaffolding language for students and it also taught me to ensure that my lessons are visual and that provide opportunities for students to practice their English. Raising literacy standards is a big issue for many schools, schools with a high proportion of students with EAL is particularly important.Britney Spears - az-links.info One More Time (Official Music Video)
At Lampton we've had a big push on academic literacy, and I'm part of the working group. Each department is implementing strategies for developing subject-specific literacy. In science, we're focusing on the process of reading information and then distilling it to scaffold a succinct paragraph of writing. With my year 7 class we're reading the Horrible Science books and then writing a review.
I've worked as a teacher for 10 years, the most recent three of which in London. The schools in New Zealand that I worked for had much less of a cultural mix than the one I work in now but New Zealand operates strong bicultural practices in relation to the indigenous people, so my experience there has been of great use in my teaching here, and allows a unique perspective.
I'm also an other-national in the classroom The range of nationalities in my room is an asset.
The differing use of language is something we study and examine, their differing cultural perspectives provide a dynamic and vivid forum for debate and the need for mutual respect adds to the general dignity of the environment.
The cultural diversity of my classes also creates an imperative not to make assumptions about religion, culture and values that creates room for many other firms of difference. I benefit from this uniquely as a gay teacher as my 'difference' is just another dimension in the wider melting pot.
Being aware of language acquisition processes is vital. Understanding that someone from another language culture with a south London accent who communicates confidently with his peers does not necessarily have access to the same range of formal language devices as someone who comes from an English-language culture. I find offering opportunities for students to communicate with each other about their culture, origins and background as part of the learning programme presentations, debates, writing and reading is a very effective method of demonstrating respect for cultural diversity as well as making the most of the richness of what it offers.
I also find that asking students and their parents for their advice and input is valuable learning for me. Don't be afraid of asking about students' nationality and having them take the lead on embracing the multinational classroom. It lays the foundation for children to grow up speaking English as well as the language of their home.
As an early childhood teacher, you play a crucial role in laying this foundation.
You're creating the first group environment most children encounter outside their home, and your challenge is to make it inclusive and respectful. One key factor for success will be your ability to work well with children's families, some of whom may not speak English. The following four strategies can help. Exchange information with parents about race, language, and culture.
Orientation is a great place to start. Because this is often the first meeting between you and the parents of the children in your program, it can set the tone for your ongoing relationship and lay the foundation for open communication on sensitive topics, including race and culture.
If you didn't discuss diversity at the start of the school year, it's not too late. Ask parents these questions: How would you like us to recognize your child ethnically? What family traditions would you like our program to acknowledge? What can we learn about your culture to help us be as respectful as possible? What language or languages does your family speak?
What holidays do you celebrate? Remember to ask for information from families even when you and they are from a similar racial or ethnic group. In any group, opinions and practices may vary. A family's customs may differ due to religion, length of time in the United States, and other factors. Involve parents in the life of the school. One way to build relationships with parents is by drawing them into school routines and events.
Different programs have different ways of doing this. Teachers can take turns communicating with small groups of parents or coming in later on some mornings so they can stay late in the evening to be available to parents.
Some programs encourage parents and teachers to write each other notes. In others, folders or steno pads with one column for teachers and one for parents convey information back and forth.
Ask parents and grandparents to share their experiences and skills with your class. Invite them in to talk about trips they've taken to their ancestral country or to demonstrate games, dancing, and crafts from their culture.
Such presentations teach children about other cultures, give you information about families' backgrounds and traditions, and show children that you value their heritage. Use parent conferences to set mutual goals. Your school may have a policy of holding meetings where parents and teachers can without distraction discuss the welfare of a child.
Perhaps you even visit families' homes instead of asking parents to come to the school.
Home - Classroom of Many Cultures
Such visits are a great way to see the child and the family in their own environment and gain a better understanding of their culture and practices. During conferences, work with parents to establish goals for their child. Such goals can relate specifically to cultural understanding, language development, and anti-bias attitudes. Striving toward a common goal can create opportunities for you and the parents to examine how you can help realize it at home and at school.
For example, you may agree that a child should be grounded in his or her cultural traditions.
Many Languages, Many Cultures
But it may not be realistic for parents to expect you to learn and then teach those traditions, especially if your classroom has children from a number of cultures. In this case, the parents may assume responsibility for teaching traditions to their child while you find ways to demonstrate in the classroom that you value those traditions. Likewise, if a child's family speaks a language other than English, you and the parents can set a goal together to help the child retain the home language as he or she acquires English.
Once you've done that, you can talk to parents about the steps all of you can take to achieve the goal.
Ch.1: Many Cultures Meet
Validate home language in the classroom. Some parents resist early childhood programs that promote bilingualism. English-speaking families may think that if teachers are using other languages, they're sacrificing instructional time in English. Research shows, however, that exposure to another language can enrich children's ability to acquire and comprehend languages in general. Non-English-speaking families may not support the bilingual approach either.
They often feel they're sending their children to school specifically to become fluent in English and therefore may object to using their home language in your program. They may need encouragement to nurture the child's first language so he or she won't lose the ability to speak and understand it.
Such a loss can be significant and far-reaching for both the child and the family. Because language is such an important component of culture, a child's fluency in the family language will affect his or her sense of identity. The use of the home language also promotes children's cognitive development, self-esteem, second language usually English acquisition, and academic preparation. Your active support and validation of families' languages whether Spanish, Punjabi, or Japanese has a tremendous influence on how parents feel about your program and whether they get involved in school activities.