Observing the Multicultural Differences When Developing the Lesson Plans - Essay Example

Language Teachers’ Emphasis Name Institution Date Introduction The language teachers have a role to play as far as emphasizing what unites people across cultures as well as recognizing the differences that exist in these particular cultures. Just knowing what unites the different cultures is not enough without appreciating the differences that exists and hence being able to appreciate every culture with its own significance and value on the global world and particularly to the people of a specific culture. According to Falvo (2010) the strategy of the language teachers is to reach out to all individuals within different cultures and be able to incorporate them in the education program. While looking at the unifying factors, it is equally important to study the differences within the cultures and make the particular students appreciate the other students’ cultures and hence be able to learn in the same environment without feeling left out or offended. The language teachers should have in mind the multicultural differences as they go on to develop the lesson plans. Teaching with a perspective that is multicultural encourages understanding and appreciation of other different cultures as well as their very own. Teaching with such kind of perspective motivates the child’s sense of uniqueness of the culture he was brought up in as a characteristic that is positive and enables the child to appreciate the uniqueness of other peoples’ cultures. The attitude of the children towards their ethnic group and race and other groups of culture begin to form very early in the years of preschool. Children are influenced easily by the opinions, cultures, and attitudes of their caregivers. Perceptions of caregivers of racial and ethnic groups can impact the attitude of the child towards the minority groups (Wardhaugh, 1998). According to Byram (2008), educators of early childhood can have an impact on the development attitudes that are positive in the young children by promoting and learning about the different cultures represented in the population of the children that they teach. According to Lange and Paige (2003), cchildren can develop viewpoints that are stereotypic of other cultures which are different from their own when similarities among all individuals are not emphasized. Teachers are in a better position in assisting in the elimination of stereotypes by presenting activities and materials that enable children to learn the similarities of all the individuals. Circle time is particularly helpful as it provides children with a group identity feeling and introduces them to different cultures that are represented in class (Hull, 1997). A program that is multicultural should emphasize on other cultures and exclude the cultures that are represented in class. Children who come from different cultures have to make main behavioral adjustments to be able to meet the school expectation. Teachers should be at the forefront to see to it that children do not see these adjustments as signs of cultural stereotypes. Emphasis by the language teachers should be put on the differences and how these differences make the world to integrate as a global village. Education that is multicultural is an idea, a movement to equity, democracy and social justice, and an approach to reform. Specialists within education that is multicultural put emphasis on different components and cultural groups. Nevertheless, a vital degree of consensus prevails within the field concerning its main concepts, goals and principles (Wardhaugh, 1998). A vital goal of education which is multicultural is the restructuring of schools in order that every student acquires the attitudes, knowledge, and skills required to function in a racially and ethnically diverse nation and world. Stigler & Hiebert (1999) notes that mmulticultural education targets to ensure equity in education for members of diverse ethnic, cultural, socioeconomic and racial groups, and to enable their participation as reflective and critical citizen in an inclusive civic culture of a nation. Multicultural education enable the provision of students with experiences in education that assist them to maintain commitments to the cultures of their community as well as acquire the cultural capital, skills and knowledge to function in the national civic community and culture. Theorists of multicultural education view academic skills and knowledge as vital but not sufficient for functioning in a diverse world and nation. They see skills in living democratically and the ability to function effectively across and within diverse groups as important goals of schooling (Crozet & Liddicoat, 1999). Education is multicultural and is very consistent with the ideals which are also engraved the Bill of Rights, the Declaration of Independence and the U.S constitution. It seeks to enhance the privileges and the rights to the founding elites of the nation that include equality, the ideals of freedom, democracy and justice, to all cultural, language, social groups. Education that is multicultural addresses persistent and deep social divisions across various groups and seeks the creating of a transformed and inclusive mainstream in society. Multicultural educators see difference in culture as a national resource and strength as opposed to a problem that should be overcome by means of assimilation. Emphasis on the difference in between different cultures will give the learners a chance of looking at the unifying factor within the diverse cultures. Just as there exist parallel associations in consciousness of human, there are numerous interconnections between texts and ideas in a text. In this respect the differences should be seen as enough reason of looking at the unifying aspects within different cultures (Stigler & Hiebert, 1999). Difference and unity are all important as far as teaching of language is concerned. Teaching of second and foreign languages in the US carries the mark of the history of education in America. While in other most industrialized, the prior aims of education have from time immemorial been development of mind and general intellectual discipline, built on the perspective that the acquisition bodies of a mind culture, of knowledge or cultural training are both for life and higher education. Education in America commencing from the 2nd World War has embodied absolutely different priorities. Schools are meant to prepare students for the duties that await them in life, let the citizen know their responsibility in the community as a whole, and magnify their chances of being employed. Public education, which comprises of foreign language teaching, has from a long time been based on democracy, utility, and progress measures that are scientific (Byram, 2008). Whether English is Second Language or foreign languages being taught in schools, language education is viewed in the first place as a way of socially uniting foreign immigrants into the society of the US on one hand, and uniting the US into the global economy of the world. It is not viewed as a means for enlightenment of citizens, for critical thought, aesthetic value in education. The majority of English learners in the US as a second language are less appealed with getting American society critical understanding than in accessing as quickly as possible the economic and technological gains that they have come to seek in the country (Gallaher, 2003). The prevailing urge to learn foreign languages in schools is attributed to economic concerns and from the anticipation that the US gets back control of its competiveness in the markets of the world. It brings to fore the desire to connect education very close with industry and business. From what is happening in the US it is of the understanding that the differences in culture should not be ignored for preservation of the culture of a certain nation and on the other hand the differences should be understood for the integration process for matters concerning economy, art, sciences and other fields that make the students understand the background of each student for a conducive learning atmosphere and appreciating each others culture (Byram & Morgan, 1994). Most teachers view competence in culture as foreign facts knowledge and foreign culture general acceptance. Cultural acceptance concerns democratic attitude and ethics, cultural knowledge can be disseminated in building blocks that are appropriately paced. Educators are deeply aware that the challenge of real-life materials is not merely a linguistic one, but a matter of choice of topic and discourse style. Abstract topics like, the environment, ethnic minorities, rights of women are less appealing to students in America as compared to life-styles and personal stories. The challenge comes in when a foreign is interested exactly in these topics and the need for them being taught is considered. It has been stated by a scholar that a proper understanding of a different culture comprises of the central code embodied in the culture and an awareness of its regional and social economic variance (Byram, 2008). What if music and sports are not any part of the central cultural code of the viewers whom televisions in French intends or constructs to take of, but rather, arithmetic and vocabulary is against? Attention is drawn to the issue that is brought about by application of materials of real-life is that culture is a reality that is political, ideological, and social and the understanding of culture codes challenge comes from the challenge of seeing the world from another angle, not of grasping another grammatical or lexical code. Through watching foreign television, students are exposed to political ideas that are different those that are dominant in the American society. As viewed by others this would make parents, students and other members of the community to question its value (Snowman & Biehler, 2006). Program content understanding is determined by the pleasure experienced by the viewer from watching the program and the level to which the own opinion of the viewer are compatible to those being expressed. From the beginning any learner has an opinion that is already formed that can only be enhanced or rectified in total if there is enough prove to the new opinion. The differences are the basic of introduction in the teaching of languages with the clear understanding that the students being taught have no common background. They have come from nations with different social, political and economical setting. The best they want is to draw the maximum gain in the setting they are in without compromising their values embedded in their culture. Educators of foreign language in French have realized that culture teaching has been hindered by the acquisition of cultural content that is foreign, a factual and informative knowledge type that the learner has to accumulate with accuracy and precision. They further come to terms with the French cultural ideology tenets beyond the discourse of the television convections. Here the point about having a vast knowledge of the other person culture is raised. It is vital to understand the differences of the foreign culture in order to learn the best way of passing information across without being understood. Theorists in multicultural education are of the perspective that the schools of the nation should react to the increasing ethnic, racial, and diversity in language. Nevertheless they possess differing views concerning how to demarcate the boundaries of the field and which social group should be considered under the umbrella. Some theorists are perturbed that due to the expansion of the field to take upper the number of cultural groups that are increasing, the initial emphasis on institutionalized racism and attainment of student of color may eventually weaken. Research has demonstrated that interventions in the curriculum such as folk dance, plays, role playing, simulations and music can carry positive impacts on the student’s racial attitudes. Discovering diversity takes extra effort, creativity, courage and diligence on the part of the teacher. Public schools in America have hardly offered an enthusiastic appreciation for student difference. On the other hand a multicultural classroom must grow on these differences and apply them as a basis for development and growth. Differences command resolution, work, understanding and openness (Lantolf & Poehne, 2008). Teachers who acknowledge these differences and include them in the curriculum will be successful in the creation of a classroom that is multicultural and will forge forward the education goals of the entire students’ population. Language teachers in classroom that is multicultural should be open to their own students and factor in the determination that is required to get to understand their students outside and inside the class. If a language teacher is reluctant concerning being open, the class will respond and the students will eventually be estranged from the teacher and from one another. This is in the effort of creating an optimal learning atmosphere where everyone in the context is taken care of. For the sole reason of being open, the teachers must develop interest in their student, courageous, ready to experiment different and new things and be sure of themselves with an aim of avoiding being personal (Crozet & Liddicoat, 1999). Ellis and Johnson, (1995) argues that oopenness is also being prepared for the unexpected and not making any assumptions. The language teachers are to understand the learning patterns that are present in their classrooms. Teachers should understand the patterns of learning of students who were brought up ion a culture that is different from their own. Children from Israel, for instance, are taught criticize readily an instructor who to their perspective is saying something that is incorrect whereas children from Vietnam will not utter a word in the class session unless asked to recite material that is memorized. Students from Vietnam differ immensely from students from Israel, and this may be a point of creating confusion in class. Vietnamese student may tend to think that students from Israel are rude, unnerving, brash, and greatly obnoxious (Smith & Osborn, 2007). In the real context, the teacher will find that they are feeling the same way concerning the Israeli student that is overly critical. Nevertheless, if the teacher has prior knowledge that students from Israel have the tendency of criticizing their instructors and is open to the understanding that they do this owing to the fact that it is encouraged socially and appreciated in the school system of Israel, the teacher can with composure elaborate to the students that whereas critical thinking is wonderful, it is not good habit to criticize the teachers in front of the whole class consistently. This will readjust the class participation in a professional and calm manner. Students from Vietnam can prove to be difficult for teachers to understand them and grow used to them at the same time. If a teacher applies instructional methods such as student presentations, group discussion, and tries to make the students active as he lecture, the teacher may grow disenchanted, frustrated and may quickly conclude that students from Vietnam are below average students possessing intelligence that is below average (Hull, 1997). This may not be the right perspective, students from Vietnam are taught to sit, listen and then recite information that is memorized. Vietnamese students are no accustomed to participating in class and they everything said by the instructor is the absolute truth without questing. Teachers who acknowledge the existence of cultural difference will efficiently handle clash in culture as compared to teachers who assume students from Vietnam to be dumb and students from Israel to be rude. The appropriate way of handling clash in cultures is to be knowledgeable, and open, not be shy of talking about cultural differences in the class context regardless of want is being taught. A teacher who is open will result in the creation of an open class and the open class will in turn make possible lines of communication to be open hence creating a beneficial and positive environment of learning for everyone (Kramsch, 1993). A difference in language is another main issue that teachers must be aware of in the process of establishing a classroom that is multicultural. A teacher who makes sure that he learns the native tongue of his or her student, at least a word, will signify respect for the culture of his students and increase self-esteem that is potentially in some way suffering. Injecting the culture or language of all the students present in class into the curriculum will put the massage across that students who are of that culture are equally important. According to Kramsch (1993), the teacher should not have the assumption that a “Latino-looking” student was brought up in Latino culture and understands it. In many circumstances the student may be found to have been brought up in the same culture like any one else in the classroom. Consequently, the teacher should not look upon the “Latino-looking” student to furnish him with information relating to the Latino culture (Chen, Wang &, Cai, 2010). The teacher should find out before hand if anyone has information about the Latino culture without relying on pure assumption. More importantly the teacher should not keep on raising issues to do with Latino culture in all classes which will make the Latino student uncomfortable. According to Stern (1992) the greatest misconception brought about in many textbooks is the suggestion to the students that European-American culture is the most vital culture and that in many ways Caucasians are superior when compared to the other cultures. This is not the truth but education systems in America and Europe tend to glorify this idea. Classrooms which are multicultural integrate different cultures simultaneously so that all the cultures are considered valuable and wonderful. The celebration of the black history month is an appropriate of embracing a multicultural moment that teachers could include in their class curriculum every year (Stern, 1992). A multicultural literature library is one way that teachers can add multicultural ideas to the existing curriculum. A vital step towards training students to be comfortable with their cultural background is to value and encourage their input in small group of the other students. This encompasses lesson plan development and the classroom organization (Gallaher, 2003). When outing students in groups, teachers should place with different background together. Students who are from a culture that is socialized tend to grow to be externally motivated, dependent on reinforcement and praise from significant others, and respond more to a curriculum that is socially oriented. Countries that teach by use of social curriculum and structure comprises of Germany, Italy and Israel. Whereas students who are brought up in cultures that put emphasis on individualism, personal initiative, material-well being assertiveness (United States, Japan, Vietnam) are inclined to be competitive, analytical, task-oriented and impersonal (Smith & Osborn, 2007). Grouping children that are socially oriented with task-oriented children and impersonal permits the teacher to explore, confront, and embrace the difference. A good language teacher should be in a position to create projects for a group of students with different cultures that will need the student to work together, and consequently permitting each student to form an important part of the group and get information by means of interaction with the entire group. Lesson plans that can accomplish this and arouse the interest of the students will prove to be invaluable for teachers to be in possession as the requirement for teachers to be cultural rich continues to grow by day. Maines (2001) notes that creating classrooms that are multicultural is a growing priority for many administrators and teachers. Teachers are required to pay attention to verbal and non-verbal language when responding to students who speak differently (Maines, 2001). Holmes (2008) argues that the teacher should keep off from interrupting the student when he says something with different intonation but wait until he finish before he provides the correct pronunciation. The teacher should appreciate the student for his effort in reading and there after model the correct version. The most vital thing to be at the back of the mind of the teacher is that each child is unique. All children are beautiful and different in their own way. No student should feel he is being excluded from the class particularly if the reason for being excluded is perceived to be on the basis of color, ethnicity or race. Technology has also been used in bridging the gap between different cultures. Multimedia is able to offer explorations in a narrative mode. The famous example is the interactive videodisc narrative that was developed at the Massachusetts Institute of Technology inn the Athena Language learning Project framework (Papp, 2001). Conclusion In this paper it has been articulately demonstrated that language teachers should embrace the difference within different cultures and emphasize the unity among the cultures. Looking at the unity in the cultures alone is not enough without appreciating the differences that exist within the cultures. The unity within the cultures can only be emphasized if the difference within those cultures is appreciated as was the case between the Israeli student and the Vietnam student. A deeper understanding of different cultures gives one an opportunity to appreciate and embrace the differences that exist and emphasize on factors that can unify the cultures. References Holmes, J. (2008). An introduction to sociolinguistics. London: Pearsoned Education Limited. Kramsch, C. (1993). Teaching language along the cultural faultline, in Context and Culture in Language Teaching. Oxford: Oxford University Press. Wardhaugh, R. (1998). Ethnography and ethnomethodology in an Introduction to Sociolinguistics. Oxford: Blackwell. Stern, H. H. (1992). The intralingual-crosslingual dimension in Issues and Options in Language Teaching. Oxford: Oxford University Press. 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