Communication
Abstract
The below mentioned paper talks about a video and highlights the facts displayed by Gay 2001 in order to improvise the culturally responsive teaching strategies.
According to Gay, culturally responsive teaching means making use of previous experiences, cultural knowledge and performance of different students in order to modernise the learning process and make the teaching process more effective for the students. The following characteristics of culturally responsive teaching are described by Gay:
- A wide variety of instructional techniques related to several different learning techniques are used in the culturally responsive teaching.
- Several resources, multicultural information and new series of teaching materials in imparting all the skills properly among students in schools.
- It also teaches the students to appreciate and respect each other’s and their own cultural heritages.
- It proves the legacy of the cultural heritages of several ethnic groups.
- Culturally responsive teaching methods also do the task of bridging the gaps between school and home experiences along with socio cultural atmospheres and academic abstractions.
Now, in order to improvise the culturally responsive teaching methods, the above characteristics are widely considered and implemented in the real time classroom environment. When literature is taught in the class, it would directly reflect literary genres and several ethnic perspectives. Everyday concepts of life such as employment, daily life concepts, several consumer habits and several ethnic groups are incorporates through maths instructions. A variety of sensory visual and auditory opportunities directly reflect in order to impart several learning styles to students.
While watching the video mentioned by the client, it is proved that language plays a very significant role in preparing the citizens of the world. Children from all over the world who come from different cultures and speak different languages together stand at one platform and speak one common language which is also used as their common mode of education.
References:
Michaels, S. (1981). “Sharing time”: Children’s narrative styles and differential access to literacy. Language in Society, 10(3), 423-442.
Michaels, S. (1984). Listening and responding: Hearing the logic of children’s classroom narratives. Theory Into Practice, 23(3), 218-224.
Montagu, A., & Watson, F. (1979). The human connection. New York: McGraw-Hill.
