Introduction to Research on Linguistic Diversity and Learning
Home environment plays a significant role in shaping the linguistic and culture development of the children. Wessels S. (2013) argues that every family, including the native-born and foreign families, have varying cultural linguistic backgrounds. As such, every learner in a classroom setting possesses a unique experience, values, and beliefs. In this regards, educator researchers suggest that teachers need to understand and appreciate the linguistic and cultural diversity of their learners. In order to tap the benefits associated with linguistic diversity in the classroom, educators need to develop strategies that provide opportunities for learners, the community, and the elders to showcases their experience. Wessels S. (2013) avows that educators find dealing with students with linguistic diversity challenging. Accordingly, classroom teachers must create multi-literate learning environment that mainstream the cultural and linguistic diversity of the learners, their families, elders, and other community members. The aim of this paper is to develop a plan for creating a multi-literate learning community.
A report titled Illinois Professional Teaching Standards (2013) indicates that understanding the characteristics and abilities of each student is a prerequisite for enhancing the competency level of the teacher. The teacher needs to understand how the individual differences among the learners influence their learning behaviors. Notably, it is judicious for classroom teachers to understand how cultural, economic, social, linguistic, and academic experiences of different learners influence their learning behaviors. In regards, teachers need to design instructional opportunities that reflect the individuality among the learners in order to maximize the learning experience. In order to understand the linguistic competency among the leaners, classroom teachers should recognize the spectrum of student diversity. Factors such as race, ethnic diversity, socioeconomic backgrounds, sexual orientation, special needs, and the level of gifting among the students among others are essential assets that students bring to the learning environment. The teacher should, therefore, tap the diversity and create multi-literate learning community.
According to Schwarzer D. et al. (2003), monolingual teachers can effectively support linguistic diversity in a teaching environment consisting of learners who speak many dissimilar native languages. In their view, and other scholars alike, the first language plays a significant role in the learning experience of the children. The first language is an essential resource for learning the second language and a resource for the learner’s personal linguistic forte. Although teachers hold different views towards native languages, it is undeniable that classroom teachers should create opportunities for nurturing multi-linguistic awareness among the learners. As such, Schwarzer D. et al. (2003) suggest that classroom teachers need to overcome the barriers of misconception about multi-literacy development in order to realize the significance of multi-literate community.
The Role of Families and Elders in Linguistics
Wessels S. (2013) asserts that working with families with diverse linguistic origin may be a challenging task to educators. Nonetheless, learners come from different backgrounds and, therefore, educators can only understand the unique cultural diversity through the families of the children. Accordingly, families and elders play a pivotal role in linguistics. First, connecting with families helps in establishing mutual relations that benefit the children. During home visits, for example, Wessels S. (2013) alludes that families present their personal perspectives and knowledge, which is an essential asset in language learning. In fact, families equip children with rich intellectual resources that students, especially those who are culturally and linguistically versatile bring to the learning situation. Information that families provide during the home visits when integrated into the school-classroom environment help in enriching the meaning and relevance of the curriculum. As such, it is worth noting that families educate children through nurturing, teaching values, instilling good behavior, and equipping them with the foundational language.
There is a misconception that teachers are the only ones who teach in the classroom. In the new epoch, educators recognize the fact that students, parents, siblings, elders, the clergy, and other members of the community play a vital role in the learning process. In a multi-literate community, Schwarzer D. et al. (2003) maintain that literacy is socially dynamic and requires the participation of different members of the society. The elders and families play a significant role in a multi-literate community. Since a monolingual teacher cannot teach students their native language, elders and families come in handy. In a multi-literate learning community, families and elders help in teaching the children their native languages.
Notably, parents take an active role in enhancing linguistic development of their children. For example, at the elementary levels, parents provide print materials in the native language of their children for display in classroom. Such materials may include magazines, newspapers, labels for bottles and cans, and notices. Moreover, families also assist children in the read aloud books in the first language, thereby facilitating linguistic mastery of the children. In other words, families support linguistic development both materially and intellectually. Various research literatures have shown that parents and family reinforce positive attitudes to prepare the children for school and literacy development is one of the areas in which they play a key role.
Cultural Community Programs that Promote Linguistic Diversity and Learning
As mentioned before, linguistic diversity has various advantages. It is, therefore, important to incorporate cultural programs with normal classroom sessions. These programs will help both the teachers and learners to appreciate the cultural and linguistic diversity of others.
Set a cultural day in class. During this day, instruct learners to bring artifacts and items that symbolize their culture. The teacher should request the students to identify the items with their owners. The teacher should give each student an opportunity to speak briefly about the item. The student should state the meaning of the item or artifact and explain how it represents their culture and cultural identity.
Additionally, the teacher should have a session where community members are involved as participants in class. Parents, community activists and staff personnel have valuable information concerning language and cultural diversity. This program will enhance the cultural and language awareness of learners.
Developing a Multi-literate Learning in the Classroom
As stated earlier, it is important for teachers to create a multi-literate learning environment in the classroom. It is possible for a monolingual teacher to create a multi-lingual classroom. To begin with, the teacher needs to understand the significance of the native language when teaching English. Then, the teacher must identify the misunderstandings about the teacher’s part in the development of a multi-literate environment. Finally, the teacher should outstrip these misunderstandings by coming up with strategies that will create a multi-literate classroom.
One of the strategies of developing multi-literacy in classroom is the creation of a multi-literate print environment in the classroom. For instance, a teacher may place multi-lingual placards in class to show the alphabets of different languages spoken by the learners. The teacher may also have their names and phrases such as hello written in their own languages and in English.
Furthermore, a teacher should use literature in the native languages of the learners to foster multi-literacy. The teacher should give learners opportunities to share their children’s literature in their native languages. Moreover, as outlined by Schwarzer, a teacher should have a community member conducting a multi-literate project in the native language. These projects include dialogue journals, translation projects, and letters to relatives in the home countries.
Besides, teachers should create curricular language centers that are relevant and supported by multi-literate community members. Invite multi-literate individuals to help teach class themes in native languages. Additionally, teachers should aim to assess literacy of students in their native language.
In addition, a monolingual teacher should start learning a few words in the learners’ native languages. Likewise, it is important for a teacher to use the culture and experiences of the learners. This aspect will make students to use their first language words in English presentations. The teacher may as well find ways of translating the school letters into all languages available in the classroom.
Conclusion
In conclusion, it is important for teachers to recognize cultural and linguistic diversity in the classroom. This strategy of recognizing other cultures and native languages fosters the understanding of learners on the relationship between both the written and oral language. It also helps both teachers and learners to appreciate the cultural backgrounds of others. Families promote the education of children through teaching good values and instilling good behavior. It is important to note that multi-literacy enhances the sensitivity, interest and tolerance of other languages.
References
Illinois Professional Teaching. (2013). Illinois Professional Teaching Standards . www.isbe.net/peac/pdf/IL_prof_teaching_stds.pdf.
Schwarzer D., H. A. (2003). Fostering Multiliteracy in a Linguistically Diverse Classroom. Language Arts,, Vol. 80 No. 6 pp. 453-460: https://www.csun.edu//LanguageV
Terry N. P.& Irving M. A. (2010). Cultural and Linguistic Diversity: Issues in Education. Kendall Hunt Publishing Co.: llhunt.com/uploadedfiles/kendall_hunt/content/higher_education/uploads/colarusso_ch04_5e.pdf.
Wessels S. (2013). Home Visits: A Way of Connecting with Culturally and Linguistically Diverse Families. Faculty Publications: Department of Teaching, Learning and Teacher Education, 1-4: digitalcommons.unl.edu/cgi/viewcontent.cgi?articleteachlearnfacpub.
