Culture and linguistic

Running Head: CULTURE 1
Culture and Linguistic?
Institution of Affiliation
It is a goal of every teacher to ensure that students get access to all resources which will
guarantee their success. In order to realize high-quality learning students require these resources
for example learning materials, teachers, and instructions. The fact is a number of students
require more assistance in order to get there. Treating everyone the same does not necessarily
mean there is equality, to some extent, it might encourage an inequality which already is in play.
Low-income students who are not performing well and Non-English speaking students, for them
to catch up they require more resources. Ensuring that they have adequate funding and
exceptional teachers will provide a smooth ground in providing them with a quality education
just like other advantaged students.
We should be aware that children come from different ethnic groups, languages, social
classes and race. Failure to consider these diversities can make teachers and schools unable to
understand the students in terms of their behaviors which can make students invisible. The way
students learn can be influenced by their identities and should not be used as an excuse to bring
down our expectations or shun their backgrounds. Accepting diversity in some way means that
we should make their provisions. Linguistic and cultural backgrounds of the students should be
seen as a strength where teachers can work from and pedagogy changes that can have a positive
impact on the lives of the students. All students need to be provided with educational equity,
hence, identities and cultures should not be viewed as a problem, and instead, they should be
used as valuable assets where strengths can be drawn from. Equality is synonymous with
ensuring the playing field is well leveled (Fredrick, 1990).
Culture is an essential part of anyone’s life hence any person should be allowed to have a
sense of belonging. Culture involves traditions, values, political and social inclinations which are
transformed, worldwide created and shared by individuals brought together by the social class,
religion, common history, geographical location, and language. Culture does not involve only
tangible elements like dress, holidays, artistic expression and food, it also entails some abstract
dimensions like attitude, values, family relationships and communication ties. These culture
futures must be well understood since they affect learning ability of the students. If they are seen
to be of no value, children can start to disassociate themselves with their own culture. There is
the need for extensive interventions of educators at school to try and overcome this challenge
since what students see at home might be so different to what they taught in the school setting.
Teachers should ensure that they try to incorporate the culture of different children’s in their
learning so as to ensure that there is no communication breakdown which might try force these
students to adapt to the new way, making them to distance themselves with their parents culture.
Differences in culture should not be discouraged in the school curriculum since it can make some
students view their culture as irrelevant. Educators should ensure that there is friendly
compatibility between the culture of the students and the learning process of the school in order
to minimize any chance of children being unhappy to be associated with their way of life.
Educators can use interactive and not didactic methods and on a broader scale use the culture of
the student as a bridge to the culture which is dominant. A good teacher should ensure that
students don’t discriminate each other because of their culture since this can make them view
their culture as inferior thus isolating it (Sandy, 1998).
Fredrick Erickson, “Culture, Politics, and Educational Practice.” Educational Foundations, 4,
(Spring, 1990), 21-45.
Sandy Kaser and Kathy G. Short, “Exploring Culture Through Children’s Connections.”
Language Arts, 75, 3 (March, 1998), 185-192, 189.

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