This paper discusses methods of teaching in multicultural classrooms.
Written in 2007; 3,670 words; 3 sources; APA; $ 101.95
Paper Summary:
This paper discusses how important it is for teachers to understand the native cultures of their students and especially so if students are non-native English speakers. The paper explains that teachers must realize that there are differences in communication and participation style among children in multicultural classrooms. Because of their different culture, these students cannot base everything on their own cultural expectations. The paper recommends having students share with each other their beliefs and experiences and having teachers get to know and understand each student and their native culture individually. Teachers need to be aware of their own biases and beliefs. The paper concludes that students can be successful in an American-culture school without having to immerse themselves one hundred percent in the American culture.
From the Paper:
"One way that preparing cognitively complex, multidimensional lessons can be achieved is when teachers understand the connections of the four components of language acquisition: socio-cultural, academic, cognitive, and linguistic. According to Ovando and Collier (2006), teachers can prepare cognitively complex lessons that are multidimensional through celebrating life in all its complexity in the classroom, through multisensory experiences that weave together math, science, social studies, language, literature, technology, music, art, dance, movement, games, and folklore, while connecting to students' and community knowledge across many cultural dimensions."
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