Once you become self-aware of your cultural backgrounds, it’s easier to get to know others’ cultural backgrounds. So this lesson does not include a real world case involving someone else. Instead, the real world case is YOU! Take some time to ask yourself some important self-reflective questions. Don’t miss the “Culture Quilt” activity in the “Give it a Try!” section–it is a great way to begin the conversation about culture.
This lesson will help mentors to:
- Examine their own cultural values, beliefs, and ways of doing things
- Understand how culture impacts teaching practices
- Examine ways of providing culturally responsive instruction
- Understand the meaning and importance of linguistic code-switching
- Consider ways to create an inclusive classroom for students from diverse cultural and linguistic backgrounds
You can start by asking yourself these questions. If you want, do this as a partner interview with another teacher.
- What do you think culture is?
- What would you consider your own cultural background to be?
- If we tell you that culture includes not only national, racial, and ethnic identities (as most people assume), but also religious, familial, regional, and professional identities (among others), how might that change your responses to the two previous questions?
- What is your first language?
- Have you ever learned to speak, read, or listen to other languages?
- What is your opinion about what language should be spoken in the classroom?
- Are there variations of this language that you believe should or should not be welcome in the classroom?
- How might you express these opinions through your words and/or actions?
- How do you think culture and language influence your classroom instruction?
Due to copyright law, several readings cannot be hosted on this site. However, we encourage you to ask for assistance locating materials from your library media specialist. Many library services are freely available to educators.
Teaching Cultural Competence
“Knowing that new teachers need support and providing such support are two very different things…Culture is a complex concept, and few teachers have an opportunity to learn about it,” Gloria Ladson-Billings wrote in 2001. Since then, many researchers and educators have written about how to teach wiht cultural competence. Rethinking Schools provides access to a wealth of knowledge about how to teach with cultural competence in their online archives. We highly recommend the folowing issues to to get your reading list started: 29(1), 28(3), and 27(1).
Ladson-Billings, G. (2001). Teaching and cultural competence: What does it take to be a successful teacher in a diverse classroom? Rethinking Schools Online. Retrieved August 21, 2010 from Rethinking Schools Online.
Note: Requires subscription.
NOTE: Required reading
The Culturally Responsive Teacher
The authors examine a new way of looking at teaching that is grounded in understanding the role of culture and language in learning. They emphasize the need for teachers to gather information about their students’ lives, hold affirming views toward diversity, use instructional strategies that help students build connections between their lives in and out of school, and advocate for all students.
Villegas, Anna Maria & Lucas, Tamara (2007). The culturally responsive teacher. Educational Leadership, 64(6), 28-33.
Note: Requires Subscription
NOTE: Required Reading
Phases of Language Acquisition
This is an overview of the phases for the acquisition of language. There’s a “Give it a Try!” activity associated with this overview.
Robertson, & Ford, (2008). Language acquisition: An overview. Retrieved from http://www.colorincolorado.org/
NOTE: Required reading
What’s the difference between social and academic English?
Many educators are meeting the needs of an increasing population of English language learners. One way they’re meeting those students’ needs is by focusing on building both social and academic English. This website from Reading Rockets (sponsored by WETA and funded by the U.S. Department of Education) emphasizes t