A group of students may be only speak English or some in the group may utilize English as a 2nd or 3rd language. Whether English is their only language or an 2nd language, does not mean they can or cannot learn in an English speaking environment. It is important to know if students speak more than one language because they may make the connections in their mother tongue first before they respond. Accepting students for who they are and what they can contribute the class is important as this helps all students learn in an enriched environment.
I've always found it ironic that native-born Americans who only speak English will look down on an immigrant because they don't speak English when often they speak their mother tongue plus some English and often many other languages in cases where their country of origin was once colonized by France or Spain. I have been guilty of assuming because they are ESL, they are not intelligent or lack literacy.
These languages and cultures bring unique perspectives that enrich our learning environment. Students learn not only from teachers but also through meaningful social interactions within their own culture and their social circle and the language of their homes. During lessons, I ask students to let me know what they know about a subject, and most frequently, they will know the subject, they have learned about it from their own families, and they share diverse experiences that help connect the lessons with their home life.
Culture is shared experiences that people hold as common. Language is far less cultural than many other things. England and Australia and US are all english, yet the cultures and word differ greatly. While language can be shared, I'm far less supportive of this narrative being pushed.
From the "Language as a Reflection of Culture" module, several important insights can be gleaned that highlight the interplay between language and cultural identity:
Language as Identity: Language is a crucial aspect of cultural identity. It reflects the values, beliefs, and traditions of a community. Understanding the relationship between language and culture can help educators appreciate the diverse backgrounds of their students.
Cultural Nuances in Language: Different languages have unique expressions, idioms, and phrases that convey cultural meanings. Recognizing these nuances can enhance communication and foster a deeper understanding of students' backgrounds.
Multilingualism and Cultural Diversity: Many students come from multilingual backgrounds, which enriches the classroom environment. Valuing and incorporating multiple languages can create a more inclusive atmosphere and affirm students' identities.
Language and Power Dynamics: Language can also reflect power dynamics within cultures. Understanding how language can be used to include or exclude individuals is important for creating equitable learning environments.
Teaching Strategies: Educators can use language as a tool to explore cultural differences and similarities. This can involve discussions about language usage in different contexts and how it shapes social interactions.
Application in Practice:
Promoting Multilingualism: I will encourage students to share their languages and cultural expressions in the classroom. This can include bilingual presentations, language exchange activities, or celebrating multilingualism during cultural events.
Incorporating Cultural Context: I plan to integrate lessons that explore how language reflects cultural practices and values. This can involve analyzing literature, poetry, or media that highlight diverse linguistic and cultural perspectives.
Creating Inclusive Communication: I will be mindful of my language use in the classroom, ensuring that it is inclusive and respectful of all students’ cultural identities. This includes being aware of language barriers and providing support for English Language Learners (ELLs).
Facilitating Discussions: I will create opportunities for students to discuss their own languages and cultural backgrounds, fostering an environment where they feel valued and heard.
By applying these concepts, I aim to create a classroom environment that not only recognizes the importance of language as a reflection of culture but also actively promotes understanding and appreciation of linguistic diversity.
It is essential to recognize to understand the language to promote the best way for the student to communicate.
Literacy is not indictive of language comprehension. You have to consider what the student's primary language is.
The way language is used can reveal a lot about a culture's values. For example, some cultures emphasize respect through the use of formal or honorific language, while others may focus on inclusivity through informal language. Students should be expected to refer to their mother tongue when necessary to solidify information that is being learned.
Language reflects culture, and so by silencing a person's language, we can actually silence the person's culture or make the student feel that his/her home culture is irrelevant.
If a student understands the best with cultural integrations, using a language-based learning tool should help them with the concept.
A student's ability and cognitive ability should not be limited if the instruction is fully in 'english' and english is a student's 2nd or 3rd language. A student can fully comprehend course concepts, learning materials, studying materials, etc. with general ESL services, tutoring, and general guidance that keeps in mind how their brain processes material and other skill processing factors.
what I learned is when teaching to students something you should meet them where they are to try and help them succeed in learning. For instance, helping the student whose mother tongue may be Spanish learn English by relating familiar concepts to them that correspond with the English language.
Provide support to students whose mother tongue is not the language the course is being taught in.
Make sure assess that changes are not due to processing of multiple languages
This section reminds me to keep in mind my own experiences of learning French as my second language. Competency (literacy) may not be shown for all forms of language (writing, speaking, understanding). Again, stressing that every student is different.
One must have language to have literacy.
We listen, study and learn.
I learned that, according to the language learning theory, a person's "mother tongue" should be used when learning other sets of vocabulary or terminology. Therefore, I will remind students to consider the concepts first, in their own way of thinking, native language, or past experiences, before applying it to contemporary practice. Furthermore, a student can be literate in English but maybe not in a particular study or literate in a certain science but not so much in English. I am surprised at how we sometimes assume things, even though our motives are sound, that can mislead and disrupt our outcomes.
Language is vital to literacy.
I did not know as much about encouraging and allowing students to utilize their first language as a reference for English or other languages as a way to reference and support the new language acquisition process! I am excited to learn more about this and see how I can incorporate support and resources for students in a program where English is the expected language for instruction, testing, etc.
