Culture and linguistic

Running Head: CULTURE 1

Culture and Linguistic?

Name

Institution of Affiliation

CULTURE 2

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

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

CULTURE 3

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

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).

CULTURE 4

References

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.