English Language Learners encompass a diverse array of cultures and languages. Gaining insight into how cultural distinctions influence the behavior of ELLs within your classroom can enhance your efficacy and empathy as an educator. In this blog post, I will delve into 8 key aspects that all educators should be mindful of when instructing culturally heterogeneous students. For guidance on teaching linguistically diverse students, refer to this related blog post.
8 Noteworthy Aspects in Teaching Culturally Diverse Students | The ESL Nexus
Cultural attributes essential for educators engaging with ELLs; source: The ESL Nexus
- Concept of Time
While punctuality holds significance in the U.S., it holds varying levels of importance in certain cultures like Southern European, Middle Eastern, and Latin American. This is essential to consider when scheduling appointments with parents or guardians of ELLs. It’s possible for family members to arrive slightly after the appointed time, within a 10-15 minute range, without perceiving lateness. In such cases, you can politely communicate that arriving closer to the designated time is preferred, especially during events with tight schedules like parent-teacher conferences or school hours. When setting appointments, you might also express appreciation for adhering to the appointed time to ensure ample discussion time. - Body Language
Non-verbal cues, such as eye contact, differ across cultures. Many ELLs from regions like the Dominican Republic and Puerto Rico avoid direct eye contact when interacting, often out of respect. This can lead to misunderstandings, as some educators may misinterpret this behavior. Awareness of these distinctions is crucial in fostering a harmonious classroom environment. - Proxemics
Physical proximity between individuals varies internationally. In certain South American and East European countries, people stand closer during conversations compared to U.S. norms. This may cause discomfort for individuals unaccustomed to such proximity. Conversely, in some cultures, greater distance is maintained while conversing with U.S. Americans. - Participation
In numerous cultures, particularly East Asian, students exhibit reverence by listening attentively rather than actively engaging in questioning. The instructor is held in high regard as the expert, and questioning their statements might be considered disrespectful. This diverges from the U.S. classroom norm of encouraging active student participation. - Collaborative Homework Assistance
In some cultures, the concept of group unity takes precedence over individual effort, allowing collaborative completion of assignments. This contrasts with the U.S. approach of individual work on most assignments. Recognizing and addressing these differences can lead to a better understanding among culturally diverse students. - Writing Styles
Writing styles vary across cultures, impacting how students structure and present their work. Even though Robert Kaplan’s 1960s categorization of writing styles has faced criticism, the fact remains that cultural influences play a role in shaping writing approaches. Educators should acknowledge these differences in the classroom setting. - Plagiarism Perception
Cultural attitudes towards plagiarism differ, stemming from historical contexts. In cultures where copying has been rewarded, the concept of plagiarism may not align with U.S. standards. Explicitly teaching proper citation practices can help ELLs comprehend and avoid plagiarism. - Native Language Usage
Using English throughout the school day can be exhausting for ELLs, especially those less proficient in the language. Conversing in their native language with peers often stems from convenience and comfort, rather than discussing others in a foreign tongue. Acknowledging and celebrating the use of native languages can foster a more inclusive environment.
While delving into every cultural nuance is challenging in a diverse classroom, understanding major cultural disparities can enhance teaching effectiveness. By catering to the cultural sensitivities of your students, you empower them to thrive in your classroom.
