Helen Webb

EDU 305: Foundations of Cultural and Linguistic Diversity

12/11/12
Teaching culturally and linguistically diverse students
Culture is like an iceberg. Only approximately 1/8 of culture is visible in forms such as
dress, customs, food, and rituals. This was an idea presented by Dr. Alexander Lapidus in the course
titled Foundations of Cultural and Linguistic Diversity. It is the invisible that carries the highest
emotional load. Ideas such as spiritual beliefs, conceptions of appropriate behavior, and even the
role of a parent in a childs education are all differences that one needs to be aware of in order to best
educate children from diverse social and ethnic groups.
It is critical to become familiar with different populations that are present in ones area. Maine
is one of only seven states in the nation in which Spanish is not the most spoken language among ELL
students. Somali is spoken by 33% of ELL students, followed by Spanish (11%), French (7%), Khmer
(6%) and Arabic (6%).
Identity as an emergent teacher-scholar
During my studies, I have used different methods of getting to know and gain a greater
understanding of the concept of culture and the ways we as teachers can strive to respect and
encourage our students as members of a diverse society. One way that I have done this is through the
practice of writing an autoethnography. This process allows an individual to conduct introspective
research in order to examine different aspects of his or her identity. It is important to indentify and
synthesize ones own experiences and beliefs in order to reach outside oneself and understand others
and the origins of their values. This helps to reduce misconceptions and stereotypes.
Non-verbal Communication
50 to 90 percent of communication is non-verbal. It is critical that we as teachers not only
understand the differences in spoken language across cultural backgrounds, but also understand the

differences in socially appropriate facial expressions, body language and personal space. It is also
important to recognize differences in the meaning of signs and symbols that may be unfamiliar or
even offensive to some groups. (Bennett p. 62) As a teacher, it is important to be aware of these
possible social differences not only to reduce the risk of offending students and their families, but also
to acknowledge their diverse social needs in order to allow students to feel a sense of safety and
belonging in the classroom.
This semester I held two field placements; one at King Middle School in Portland, and the
other at Alfred Elementary School in Alfred, Maine. As an emergent teacher striving for a career in
Special Education, I compared my experience working with culturally and linguistically diverse
students in Portland to the more familiar experience of working with children who were non-verbal in
the elementary school. I am not suggesting that students for whom English as a second language in
any way fit into a special education setting. I did, however, find commonalities in some of the
methods of teaching these students who are learning different ways to communicate, to challenge
expectations, and to participate in a diverse society. Through the use of images, technology, and
practical application of skills, such students are able to learn and express their understanding of
concepts. Also, using examples from their own life experience helps them to gain a deeper
understanding of ideas presented.
James A. Banks
One scholar who has influenced my understanding of teaching of culturally diverse learners is
James A. Banks, who is known as the father of multicultural education in the United States. In the
article Improving Race Relations in Schools: From Theory and Research to Practice, Banks
suggests that changes in demographics require teachers to develop curriculum that give students from
diverse backgrounds equal opportunities to learn. He advocates for the use of prejudice-reduction

strategies, as well as for creating an environment that promotes inclusion and acceptance. (Banks
2006, 612-613)
According to Banks, it is important to implement instructional techniques that encourage
students from diverse groups to gain the knowledge, skills and attitudes that are critical in order for
them to participate effectively and help to promote a civilized society. (Banks and McGee Banks
1995) I believe that this idea, which Banks refers to as equity pedagogy, is a direct connection to the
purpose of a K-12 education, teaching students how to become valuable members of society and to
allow them to be able to make educated decisions about social and other issues that they will face in
the future.
Conclusion
Through my coursework and my experience in the field working with culturally and
linguistically diverse students, I have been made aware of the value of diversity in the classroom and
the importance of teacher understanding in order to best serve individuals of different cultural
backgrounds. With the help of readings on scholars such as James A. Banks and mentors in the field, I
have developed a firm foundation in the theories and practice of teaching these students. I see myself
as a leader in the effort to promote understanding of diversity in the classroom.