Cultural Responsive

Teaching Module 2
OVERVIEW

Culture and Diversity

Implications
Multicultural Education
Culturally Responsive
Education
Cultural Competence
An Educators Role
 Culture makes people understand each other. And if they
understand each other better in their soul, it is easier to
overcome the economic and political barriers. But first they
have to understand that their neighbor is, in the end, just like
them, with the same problems, the same questions.

- Paulo Coelho
Brazilian Novelist
 DOES
CULTURE
AND
CULTURA
L
DIVERSIT
Y MEAN?
CULTURE AND
CULTURAL

DIVERSITY
Culture is the ever changing values, traditions, social
and political relationships, and worldview created,
shared and transformed by a group of people bound
together by a combination of factors that can include
a common history, geographic location, language,
social class and religion (Neito, 2008).

Cultural diversity refers to the existence of a variety

of cultural or ethnic groups with a society
([Link]). Its important because there is an
consistent increase in cultural diversity a multifaceted
of American life.

In terms of education, curriculums and pedagogy are

designed as if culture is unchanging (Neito, 2008).

Culture is influenced the environment in which it

exists (Neito, 2008).

Culture does not exist in isolation but through

concrete relationships characterized by differential
access to power (Neito, 2008).

A cultural it neither good or bad in general, but rather

embodies values that have grown out of historical
and social conditions and necessities (Neito, 2008).
WHAT DOES CULTURE AND DIVERSITY
Culture is not simply ethnicity. The multiple identities of youth have
CONSIST OF? implications for the development and
important and far-reaching
implementation a for a multicultural education. The dynamic nature of
cultural identifications are multiple, eclectic, mixed and heterogeneous
(Neito, 2008)
Gender
Customs and traditions
Race Arts and Literature
Sexuality Understand of Economic System
Nationality Religion
Class Language
Ethnicity History
Shallow definitions of culture typically speak only of
ethnic-racial-national origin to class groups as
cultures whose practices affect school achievement,
deeper cultural analysis recognizes that any
regularly interacting group of people that shares a
set of practices can be considered to share a
culture or even be a culture (Pollack, 2008).
DIVERSITY AND
Classrooms have cultures.
CULTURE IN THE
CLASSROOM
Achievement patterns are produced in part as educators react
to students behaviors and student react to teachers, and
particularly as educators reward some behaviors and punish
others(Pollack, 2008).
Educators should not only consider and respond to students
outside experiences but also to consider carefully how they
themselves view, interact with and reward or punish children
inside classrooms (Pollack, 2008).
When people realize that they too participate in patterned
interactions with major consequences for children, they finally
are thinking culturally(Pollack, 2008).

Instructors must realize that a TEFL student is not only living

according to their culture but also how that culture interacts with
their environments culture, this includes your classroom!
WHAT ARE THE
IMPLICATIONS?
WHAT HAPPENS WHEN WE DO NOT CONSIDER
CULTURE AND DIVERSITY IN EDUCATION?
It is controversial because we may fall into the trap of cultural stereotyping and make
naive attempts to explain achievement differences among out students.(Futterman,
2015).
It is important because we are facing a widening achievement gap between minority
and non-minority [Link] teachers typically are color blind they teach with
equity and without discrimination this practice does not always address cultural
diversity (Futterman, 2015).
Teachers cannot escape the fact that their communication styles reflect their cultural
background. Much of what they say, the way they say it, and their relationship with
students, parents and colleagues are deeply influenced by the way they have been
socialized(Futterman, 2015).
Race and ethnicity often play integral roles in childrens identities, and contribute to
their behavior and their beliefs. Recognizing this can help students succeed in a school
culture where expectations and communication are unfamiliar(Futterman, 2015).
Sameness is easier to accommodate than difference (Futterman, 2015).
CULTURE
Culture shock is aSHOCK
psychological concern, characterized by symptoms
such as anxiety, depression, sleeping problems, fatigue, irritability,
loneliness, forgetfulness, nostalgia, and feelings of not fitting in
(Joseph and Baker, 2012). It results from external changes and
differences in the physical environment such as climate, food,
transportation (Joseph and Baker, 2012).
International student population in the U.S. continues to grow, there
has been increased attention placed on the educational and mental
health issues of these students if they are to perform as expected
academically (Joseph and Baker, 2012).
65% of the participants in the present study indicated that they had
experienced culture shock, and several themes associated with their
culture shock surfaced from the analysis of the interviews (Joseph and
Baker, 2012).
Both instructor and ESL students are experiencing education shock
as a result of the increased diversity of their classrooms (Yook, 2013).
The area that most ESL Students perceived difficulties was related to
speaking in the classroom and cites a young woman for the former
T IS A MULTICULTURAL EDUCA
MULTICULTURAL EDUCATION

The National Association of Multicultural Education (2003)

states that a multicultural education consist of preparing
students for the responsibility of becoming global citizens,
teachers and schools emphasize student centered teaching,
and directly discuss the effect of bigotry.
Educators must
Be Cultural Competent
Utilized Cultural Responsive Teaching
WHAT IS IT TO BE
CULTURALLY
COMPETENT?
 TO BE CULTURALLY COMPETENT

Cultural Competence:
The will and ability to form authentic
and effective relationships across
differences (jcpsemployee, 2012).

Cultural Knowledge
Cultural Awareness
Cultural Sensitivity.

This is the doorway that cultural responsive teaching can create through belief a
 WHAT IS CULTURALLY
RESPONSIVE TEACHING?
UTILIZE CULTURALLY RESPONSIVE
TEACHING
Cultural Responsive Teaching: Teaching and learning in such a way that more students across
more differences achieve at a high level and, engage at a deeper level, more of the time
without giving up who they are (jcpsemployee, 2012). Students are affirmed in the culture.
THE 6 PRINCIPLES OF CULTURALLY RESPONSIVE
TEACHING (JCPSEMPLOYEE, 2012)
Building relationships is key!
What does your students have to teach you?
Students are affirmed in their culture
Teachers are personally inviting
Classroom is physically and culturally inviting
Students are reinforced for academic development
Instructional changes are made to accommodate differences
Classroom is managed with firm consistent, loving control
Interactions stress collectivity as well as individuality
WHAT IS MY ROLE AS
AN EDUCATOR?
ROLE AS AN EDUCATOR

By adopting the beliefs for successful conclusion of ELL, mainstream

teachers will be able to more effectively teach ELLs in their classrooms
(Pettit, 2011).
1. High expectations for ELL
2. Accepting responsibility for ELL
3. Encouraging native language use both at home and in the classroom
4. An awareness of the time it takes ELL to learn academic English
5. A desire for professional development relation to ELL when needed.
 The art of teaching is the art of
assisting discovery.

- Mark Van Doren

American Poet
SUMMA
RY
SUMMARY

The rate of ELL in the United States has grown. Mainstream teachers need to be
aware and prepared to have an ELL student in their classroom with a varying level
of English. Before taking on the challenge of teaching that student, the mainstream
teachers must become culturally competent. To do is there are a variety of methods
and principles. However, each one emphasizes the inclusion of the ELL student
language, culture and the responsibility the mainstream teacher has to that student.
 A man who is a master of patience is
master of everything else.

- George Savile
English Politician
END OF MODULE 2
 REFERENCES

[Link] (2017) Definition of cultural diversity. Retrieved: [Link]

Futterman, L. (2015, Sept. 29) Beyond the classroom: The impact of culture on the classroom. Miami Herald. Retrieved:
[Link]

JCPSEmployee (2012) Introduction into cultural competence. Retrieved: https;//[Link]/watch?v=d9slepalz3m

Nieto, S. (2008). Chapter 9: Culture and [Link] Of The National Society For The Study Of Education,
107(1), 127-142. doi:10.1111/j.1744-7984.2008.00137.x

Joseph, A.R., Baker, S.B. (2012) Themes caribbean students perceive influence their level of culture shock. College
Student Journal. 46 (4).

Pettit, S.K.(2011) Teachers beliefs about english language learners in the mainstream classroom: A review of the
literature. International Multilingual Research Journal, 5.

Pollock, M. (2008). From Shallow to Deep: Toward a Thorough Cultural Analysis of School Achievement Patterns.

The National Association of Multicultural Education (2003) Definition. Retrieved: from

[Link]

Yook, E. (2013) Culture shock for asians in US academia: Breaking the model minority myth. Lanham: Lexington Books.