In order to have better learning outcomes, teachers should keep in mind the notion of cultural capital. The cultural capital helps the people not to depend too much on the economic means and improves the overall social mobility. There are three forms of cultural capital - embodied, objectified, and institutionalized. According to Dr. Brent Daigle, the institutional form, which includes academic credentials and qualifications, “creates the most opportunities for the higher economic output” (Diagle, 2011).
Since the students have very different cultural capital, the teachers should apply relevant culturally responsive practices so that all groups of students could benefit from studying. More specifically, the teachers should behave professionally, acknowledge cultural legitimacy of every student, strive for collaboration “between a home and the school”, take into account the different learning styles, use the materials that are suitable for the students of different cultures, invite guests to the classes, and praise the students for their accomplishments (Diagle, 2011).
In conclusion, because of the increased diversity of the students, the teachers should apply more advanced methods of teaching and pay attention to how well all students are involved in studying. Focusing on CALP as well as on BICs may help the students to develop the communication skills that will be needed later at college or at work. In turn, culturally responsive practices may increase the quality of teaching and reach the learning outcomes.
References
Daigle, Brent. (30 May 2011). Culturally Responsive Pedagogy. [Video file]. Retrieved from
https://www.youtube.com/watch?v=9iT7hVxgIzg
