The world is filled with diverse people that have many different cultures. Throughout the years, culture along with many other factors changed the way linguistics evolved. This created evolved versions of how we understand language today. English changed to Englishes, literacy changed to multiliteracies and variation in languages is major. It’s important to note that the evolution of language was important for teachers to understand and connect with their students. Creating pedagogies that suit specific children and show students the importance of learning Australian standard English to be able to function well in Australia but also to keep any cultural English they may have and make sure they feel comfortable with their culture.
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For example, in aboriginal culture their language can be quite complicated as their rules for some of their thinking’s go off of the relationships between one another. It can be seen when a successful hunt has occurred and different parts of the animal go to different people due to their language having specific rules as to what family member gets each part of the animal. Their language is based off of rules that standard English does not abide by, but that does not mean their language is wrong, it’s just different. This is an important issue to highlight as students in the classroom may be using a language that has different rules to the standard one being taught, so when teachers correct students they must show the student the value of their cultural language as well as help them understand why the standard language needs to be used. Language variation is not always about culture but can also occur through different contexts. Different relationships between people can affect what kind of language is used in a conversation. During today’s society it varies even more due to multi-media platforms and the range of different contexts on them. Just because the context of a language is online it doesn’t mean the literacy doesn’t vary. For example, a professional discussion group on Facebook would not have the same use of language if a discussion was …show more content…
It highlights the importance of student differences, but teachers need to be able to cater to these differences. Students need to realise that their cultural language is not something that should be referred to as ‘wrong’, but instead embraced and be taught alongside the standard English. There is no use emphasising a certain cultural English in a different culture, as it will not help the student further themselves in that culture but instead help them understand the importance of both. Teachers need to be creating new pedagogies that meet the wants and needs of the students while accommodating to their differences. This can include incorporating more multi-model activities into lessons and combining them with traditional literacy to expand the student’s knowledge. It can also be helpful for teachers to relate language and literacy to the real world and students’ lives. Although this may already be done through Englishes and language variation at home, teachers can discuss with their students in class and help them understand how these differences occur and why they are important. Students need to know that their differences are not something to be ashamed of but instead embraced and can contribute to bringing different perspectives and ideas to the classroom. With technology becoming a major part of today’s society it’s important that it gets incorporated into lessons. Teachers
Lisa Delpit’s book, “The Skin We Speak”, talked about language and culture, and how it relates to the classroom. How we speak gives people hits as to where we are from and what culture we are a part of. Unfortunately there are also negative stereotypes that come with certain language variations. There is an “unfounded belief that the language of low income groups in rural or urban industrial areas is somehow structurally “impoverished” or “simpler” than Standard English” (Delpit 71). The United States is made of people from various cultures and speak many different variations of languages. As teachers we must be aware of some of the prejudices we may have about language and culture.
The intention behind this unit of work is to give students the impetus in the usage, appreciation and understanding of the English language. Through the readings and analysis of the selected Australian novel, Nona and Me (Atkins, 2014) students will be afforded the opportunity to develop meaning in an interpretative, critical and powerful manner. The overall approach in regards to this unit is built upon a conceptual theme, that being identity, both personal and national. The unit requires students to explore the complexities of identity, forces that challenge it and how identity changes within time. Additionally, this analysis will be perceived in playing a role in the exploration of our nations own identity and its associated challenges. This unit is designed for a year 10 mixed ability class from Liverpool girls high school, predominately made up of a multicultural mix, were 87 percent of students are from a ESL background. This has influenced the core text, supplementary content and teaching strategies, with more attention placed upon the use of visuals and collaborate work. Burke (2012, p.42) theorises that good teaching invokes both the “heart and head”, in order to reassert students’ knowledge and abilities as well as giving them the confidence to act upon this knowledge. Thus, one’s overall approach towards this unit reflects the development of teaching ethos in oneself, were the goal is for students to think both critically and independently. One’s teaching ethos draws inspiration from Robert Frind (1995) characterisation of a passionate teacher as someone being able to get to the heart of their subject. In other words, the lessons are structured alongside an inclusive teaching pedagogy that shows students the relevance...
Throughout the span of the past few weeks I have traversed the globe, visiting several countries and regions, only to realize that although new methods develop, language as a way of expressing ones self has remained the most effective. Despite this fact, language still has its pitfalls. Neil Postman, in his essay “Defending Against the Indefensible,'; outlines seven concepts that can be used to aid a student in better understanding the language as a means of communication. He describes how modern teaching methods leave a student vulnerable to the “prejudices of their elders';, further stating that a good teacher must always be skeptical. He urges teachers of all subjects to break free from traditional teachings as well as “linguistical tyranny';
...ion in Australian schools: national plan for languages education in Australian schools 2005–2008. Retrieved 14, 2011, from http://www.curriculum.edu.au/verve/_resources/languageeducation_file.pdf
The purpose of this study is to figure out which ways experienced teachers work best with culturally and linguistically diverse students. This study illustrates which strategies experienced teachers have found to work best. The diversity in school in the United States has increased each year. This means that there are an increasing amount of students who are learning English, English language learners (ELLs). This article comes from the perspective that each child should be taught to their specific needs. All students deserve a fair chance to learn. Fair means that every student is treated differently, not equally. Every student learns differently. In order to give every student a fair chance at learning, you must teach them according to their needs. An experienced teacher, Tiffany, describes her experiences working with culturally and linguistically diverse students. This study watches her methods and discusses what works based on data analysis of the success of her students.
Cultural differences pose several barriers for students and may impair their opportunity to learn. These barriers are created by differences in language expression, communication style, preferred learning style, gender-role customs and behaviors, and limited parental involvement due to these cultural or socioeconomic barriers (Ralabate, & Klotz, 2007).
Children absorb the world around them as they see it. Due to this reason, judgment of different dialects within the English language exists. Walt Wolfram, the author of the essay, “Challenging Language Prejudice in the Classroom,” states that, “Children acquire attitudes about language differences early and these attitudes quickly become entrenched” (27). This problem has gone on for a long period of time as Wolfram quotes Linguist Rosina Lippi-Green warning that, “Accent discrimination can be found everywhere. In fact, such behavior is so commonly accepted, so widely perceived as appropriate, that it must be seen as the last back door to discrimination” (28). Unfortunately, language prejudice has not been dealt with on a serious note. Linguistic discrimination has become one of the only forms of judgement that experiences promotion. Granted, this happens because adults do not see it as a problem. “Challenging Language Prejudice in the Classroom” points out that, “Adults use words such as “right,” “wrong,” “correct,” and “incorrect” to label speech” (Wolfram 28). This gives children the idea from an early point in life that language is either right or wrong. Hence Wolfram comments that, “Language that “falls short” of Standard English is thrown into a single wastebasket, even when the phrases represent natural regional and socioethnic dialect traits” (28). The school system drills this idea into the
“The United States has the most diverse group of students in its history, and all the basic trends indicate the diversity will become even greater” (Orfield, 18). It is important to have inclusive language in the class to make each child feel comfortable. If teachers are not careful with the language in their classroom, they can lose the respect of their students. In addition to the lack of respect for the teacher, the student will not learn because he or she does not care about the teacher or what they are teaching. The most effective teachers are ones who care about each and every student’s cultural background. Teachers can then have an inclusive classroom that incorporates every student’s culture. “It is as important to avoid relating to students on the basis of incorrect stereotypes as it is to avoid being insensitive to the influence of students’ ethnic characteristics have on their attitudes and behavior”(Grossman, 72). To ensure inclusive language with all students teachers must know the cultural background of each child. Each child has a different upbringing and culture. When teachers focus on stereotypes of their students they are not seeing what the student can bring to the classroom, teachers are dwelling on what the students lack. Though the stereotypes may be true to child, there is no way of knowing for sure, which is why it is important to know each student
In our society, there are many cultures with language and dialect variations, but Standard English is the language of the dominant culture. Therefore, it is necessary for all students to learn to write and speak Standard English effectively. However, for many students of Urban school districts, especially African Americans, writing and speaking effective Standard English can occasionally pose a problem. Many African American students speak a variation of Standard English (Black Vernacular Speech) whose linguistic patterns sometimes conflict with those of Standard English. It is true that African American speech is an essential aspect of their African American culture, so the educational system would be doing African American students a disservice by insisting that they learn Standard English as a primary discourse. It is also a fact however, that in order to be viewed as a successful, functional member of society, Standard English, if learned as a secondary discourse, should be written and spoken as fluently as the primary discourse.
The unprecedented global spread English has experienced in the last years has paved the way for changes in the sociolinguistic profile of the language. In addition to the fact that new varieties have emerged, the number of functional domains in which English plays a role has increased significantly (Sharma, 2008). Currently, English is not only a tool serving national purposes, but also a language institutionalised in several former British and American colonies, and a lingua franca used worldwide. This phenomenon has raised concern about the classification of World Englishes, as well as, about the need to adapt English Language Teaching (ELT) to the new reality. Assuming Kachru’s Concentric Circles Model, this paper will argue that pedagogies based on English as a Lingua Franca (ELF) would be more consistent with the functions of English in Expanding-circle countries than native-centered teaching methods. With this objective, this essay will first give an overview of Kachru’s model, secondly, it will consider the implications ELF methodologies have for classroom practices, and, finally, the advantages and drawbacks of such a pedagogy will be evaluated.
In recent years, we are faced with such a vast variety of cultures with whom we communicate with on a daily basis, people with diverse backgrounds leading linguistically and culturally diverse lives or people engaged in linguistically and culturally diverse relationships.
Culture is a powerful influence plays a big role in our interactions. Culture may also impact parenting style and a developing child. Having a strong sense of their own cultural history and the traditions associated with it helps children build a positive cultural identity for themselves. This also supports children’s sense of belonging and, by extension, their mental health and wellbeing. This class is crucial in understanding and working well parents, staff, and children. An effective educator understands how students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. As director, I need to use that understanding to help my students and staff feel welcomed, affirmed, respected, and valued. One way that I can do this is by using multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. If cultural differences are not understood by teachers and management, it can lead to miscommunication and misunderstandings on both sides. It will be my job to do all I can to overcome both language and cultural differences to ensure a positive learning environment for
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
The way New Zealand English vocabulary and pronunciation deviate from Standard English is alleged to cause confusion and misunderstanding for Non-New Zealanders. Even though it is claimed that the way New Zealanders speak is just a sign of laziness Jim Mora points out that “a major influence on the development of New Zealanders, through their particular way of speaking, are – consciously or otherwise– asserting a New Zealand identity” (Paul Warren, 2008). Does New Zealand English exist as a new version of English similar to American English or is it just a variant dialect of Standard English that slightly deviates, yet belongs? If so, what are the elements of difference between New Zealand English and Standard English?
(2011) insists that as students are adjusting to becoming globally connected, via the use of ICT, there is a need for students to be aware of cultural and social inclusion. The 21st century learning curriculum outlined by P21 (2015) integrates valuing cultural differences and diversity among students and subjects. It allows students to explore different cultures and communicate with cohorts across the globe, utilising ICT to help create awareness of events that happen outside of the classroom, further extending on their life and career skills whilst developing their social and cross-cultural skills (P21, 2015). Cultural and social inclusion is fostering change in education in the 21st century as it challenges old ‘social class’ beliefs and other restraints on students’ education and the community as a whole. School Improvement and Governance Network [SIGN] (2015) pointed out that cultural and social inclusion in schools supports students in becoming global learners that are accepting of culturally and socially diverse communities. Teachers are able to create a sense of personal identity among students by combining and empowering the differences and similarities within the classroom and across the globe. This is achieved by schools now including history, songs, stories and languages from culturally and socially diverse backgrounds to break down the barriers and stereotypes, creating a general understanding of the impact of inequality and discrimination (SIGN,