A teacher adapts instructional practices to respond to English learners' culturally influenced approaches to learning.
Students, parents, and community members can offer multifaceted insights on cultural behaviors while printed sources may only present a one-dimensional perspective of a society. Before using them in the classroom, inferences about a culture made from information in a book should be verified by members of that community.
A national origins quota system that had severely limited immigration to the United States from non-European countries was eliminated by the Immigration Act of 1965. A first-come, first-served system that prioritized family unity was established by the statute. The law was changed in the late 20th century to make it simpler for immigrants to come as families.
The biggest barrier to contact with the parents and guardians of English language learners is frequently language. Teachers should take measures to ensure that parents or guardians can communicate in school settings using the language with which they are most comfortable (for example, through the use of bilingual interpreters) if they want to encourage English learners' parents and guardians to be involved in their children's education.
When analyzing students' classroom behaviour, English language teachers must take into account how students' discourse patterns are influenced by their cultures. It's possible that an English learner from a culture where stillness and careful evaluation of one's words are seen as signals of respect comes from being an excellent student and a competent speaker of English.
When someone has reached the acceptance stage of acculturation, they can relate to and participate in both their native culture and the new one. This implies a respectable amount of comfort with and acceptance of both cultures, not either blind acceptance of all characteristics of the new culture or rejection of the previous culture.
The variety of learning styles among pupils is one way that culture shows up in the classroom. Students frequently come from backgrounds where learning is approached and viewed from a variety of viewpoints. By taking into account students' culturally impacted learning styles and adjusting education to take into account and build on students' cultural backgrounds, culturally responsive pedagogy recognizes this variety.
