The Best Educational Practices for CLD Learners

  

 

The Best Educational Practices for CLD Learners

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

Abstract

A group of people who are "culturally and linguistically diverse" (CLD) are those who come from a variety of countries, ethnic backgrounds, societal structures, and religious convictions. Since their cultural values and background differ from those of the mainstream culture, they could run into language and other barriers when connecting with others (State Government of Victoria, 2021). Such an occurrence could differentiate students in the classroom and have a significant impact on how well they learn. Others may evaluate them based on their appearance, identity, and communication style (TheHoustonFactor, 2015, April 19). As a result of being the targets of prejudice and exclusion and feeling as though they don't belong in the classroom because of their fragile mental state, they will refrain from participating in class (Yale, 2021). Due to their varied cultural origins and the fact that what is considered acceptable in our culture may not be the same as theirs, these students may occasionally come off as indifferent or antisocial. This is required to address the rising variety that international students are bringing into the classroom. Diversity in the classroom is so necessary and not just a special perk.

The implications for best educational practices for CLD learners and their benefits

Regardless of linguistic differences, culturally aware teachers provide a welcoming environment for all children in the classroom. Students with a variety of linguistic difficulties can complete academic objectives when teachers use the right tools and gauge student understanding. Promoting inclusivity, increasing knowledge of intercultural education, and addressing instruction with cultural sensitivity practices are all beneficial to all students. In addition to fostering acceptance and assisting children in thriving in a world of increasing diversity, increasing multicultural knowledge and inclusion also aids students with various origins and needs in achieving their academic goals (Drexel University, n.d.). Such teaching methods would equip pupils to accept individuals who are different from themselves and adapt to a changing world.

The inclusion of multiculturalism in the classroom fosters a phenomenon that allows pupils to interact with people from different cultures while also learning about other cultures. The instructor should encourage diversity in the classroom and help all of the students understand one another by including the values, beliefs, history, and viewpoints of persons from various cultural origins (Gallegos, 2010). As a result, the teacher should emphasize "teaching for change" in a way that is appropriate for the classroom environment, which includes pupils from a variety of cultural backgrounds. It helps pupils understand that we are all cultural creatures with our presumptions and views about how people behave. They learn to respect their own culture while also being aware of those of others. In the end, kids would comprehend how to mirror and continue discriminatory practices that they encounter in society at large. They improve the classroom atmosphere by being more considerate, cooperative, and courteous. Additionally, they develop tolerance, encourage acceptance, and foster critical and creative thinking in the classroom (CIS, 2020). Additionally, it promotes community and inclusivity in the classroom. Teaching children about diversity makes them better community members by exposing them to a range of cultural and social groupings. With the use of these culturally aware teaching strategies, the teacher may promote diversity in the classroom. It aids in developing pupils' empathy, comprehension of concepts and other people, open-mindedness, self-assurance, sense of security, and readiness for diversity. On the other hand, differentiated instruction in the classroom can be adapted to the needs, strengths, and interests of the individual students to learn through differentiated content, processes, and products by using flexible grouping and assessment methods to meet the needs of students with various levels of learning ability. The teaching and learning process is tailored to these circumstances because children learn through choice-based learning based on visual, auditory, etc (Lazel, 2021). The "Group Project" exercise, which encourages collaborative learning through mixed-ability groups, frequently engages students. Through such an exercise, the group's high achievers and low achievers interact to learn while sharing ideas (Promethean, 2018). It not only encourages student-centered learning but also satisfies student interests and gives the teacher the chance to satisfy each student's unique needs through a choice of materials (Miller, 2016).

My pedagogical perspective and the methods by which I teach

The pedagogical perspective of empowering CLD learning in schools supports John Dewey's thesis that schools and classrooms should reflect real-life situations and enable children to engage in learning activities alternately and adapt to a range of social settings (Gutek, 2014). This viewpoint views the classroom as a social setting where students collaborate to learn and find solutions to issues. Similar to this, I frequently employ multidisciplinary tactics in conjunction with other educators to help my kids understand the value of variety. My students are encouraged through rigorous collaboration and engagement exercises and offer them constructive criticism and feedback to help them develop social skills, express themselves freely, and increase their self-efficacy for better learning outcomes (WGU, 2020). Through practical problem-solving, they learn by doing. This is the cornerstone of democratic teaching, along with taking into account the diversity and needs of the pupils in one's classroom. To actively encourage diversity in the classroom, I also think about reevaluating the curriculum and teaching-learning materials based on the requirements of the students and making the necessary accommodations and modifications. Because two-way immersion in a CLD environment enhances students' internalization and helps with their learning as knowledge is differentiated, I occasionally teach the concept twice, in two different languages.

Conclusion

The students of today are considerably different from those who attended schools in the past, thus teachers must adopt a fresh perspective on them. Giving these students a unique perspective that can challenge preconceived ideas is necessary for creative thinking (Garcia, 2002). To create linguistically inclusive and culturally sensitive learning environments, it is essential to consider the growing need for diversity and look at ways to change student behavior in the classroom. Teachers must be flexible enough to modify classes as needed while instructing pupils from diverse cultural and linguistic backgrounds, and they must clearly explain the subject. There must be a variety of educational styles used to fulfill the needs of each learner.

 

References

CIS. (2020). The advantages of a multicultural classroom. https://www.canadianinternationalschool.com/the-advantages-of-a-multicultural-classroom/

Drexel University. (n.d.). The Importance of Diversity and Cultural Awareness in The Classroom. https://drexel.edu/soe/resources/student-teaching/advice/importance-of-cultural-diversity-in-classroom/

Gallegos, G. (2010). What is a Multicultural Classroom? https://www.yeseep.org/blog/what-is-a-multicultural-classroom

Garcia, E. (2002). Student cultural diversity: understanding and meeting the challenge. (3 ed.). Boston, MA: Houghton Mifflin Company.

Lazel. (2021). Differentiated Instruction. https://www.learninga-z.com/site/what-we-do/differentiated-instruction

Miller. (2016). 6 Strategies for Differentiated Instruction in Project-Based Learning. https://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller

Promethean. (2018). 7 methods of classroom differentiation. https://resourced.prometheanworld.com/differentiation-classroom-7-methods-differentiation/

State Government of Victoria. (2021). Data collection standards - Culturally and linguistically diverse communities. https://www.vic.gov.au/victorian-family-violence-data-collection-framework/data-collection-standards-culturally-and

TheHoustonFactor. (2015, April 19). Fox 26 news special: Diversity in the classroom! [Video]. YouTube.

WGU. (2020). Improving diversity in the classroom. https://www.wgu.edu/blog/improving-diversity-classroom2005.html#openSubscriberModal

Yale. (2021). Diversity in the Classroom. Poorva Center for Teaching and Learning. https://poorvucenter.yale.edu/