Teach English in Kudu'er Zhen - Hulunbei'er Shi — Hulunbuir

Cultural Sensitivity in the Classroom Cultural sensitivity in the classroom can take many different forms and result in an environment more conducive to learning English for foreign language students. The benefits of being culturally sensitive from a teaching perspective far out way the negatives of being oblivious or cavalier about the unique qualities each student brings to the classroom learning experience. Some amount of knowledge and preparation on behalf of the English language teacher in the area of the cultures he/she will encounter in the classroom setting facilitate the interaction and exchange of educational information to the incoming student. There are many examples and steps the teacher can take prior to entering the classroom to teach the learning curriculum in this culturally sensitive manner. It behooves the teacher to be cognizant of the diversity of cultures and ethnicity she will encounter while teaching English to foreign language students in a classroom setting. Many learners strive to maintain the heritage, traditions and customs of their parents, grandparent and ancestors throughout their daily lives. This includes in their place of work as well as in their learning experiences such as in a classroom of English as a second language. The teacher must demonstrate a cultural awareness, knowledge and respect for these characteristics that the student brings to the classroom in order to gain respect herself as an English language educator conveying the intricacies of English as a second language. Different activities, objects in the classroom, approaches by the teacher and projects can be used to convey a cultural awareness and welcoming sentiment to learning English in the classroom. Some examples of this would include bulletin boards with photographs of people from different countries/cultures or more specifically the country the teacher is presently teaching. Various occupations, sports, celebrations, games and traditions can be exhibited that are specific and representative of the group that is being taught. Reference material such as books, newspapers, and magazines used in the teaching process may include works from well-known prominent individuals from the ethnic group being taught as well. For younger students, clothing articles for role play exercises can be representative of the cultural setting they live in as well as various tools and objects used in their daily lives. Multicultural aspects of student’s lives can also be integrated into the teaching lesson and activities in a positive way during classroom discussions and game playing. Reading to the class from material that accurately represents and is respectful of the cultural diversity of the cohort being taught is also of benefit in establish a bond between the teacher and the student. This mitigates the chance of insulting, humiliating or otherwise being disrespectful of the students in the classroom. There will also be less hesitation for a student asking a question at the appropriate time in the lesson to clarify any unresolved leaning issues. Other ways that a teacher teaching English as a foreign language can be culturally sensitive would be to express a genuine interest in the culture/ethnicity of the students being taught, change your role from a teacher to a facilitator, set high goals with successive benchmarks for student achievement and teach from a perspective of inclusivity of teaching material that does not highlight one ethnic group over another or subjugation of another group. Examples of this would initially the teacher do research into the ethnic history, traditions and customs of the group being taught and have students do the same. The teacher should also take the time to learn to correctly pronounce the names of the students as a show of respect. A simple task would also include having the students perform an exercise of researching their own ethnic heritage and sharing it to the other students in the classroom to build trust amongst the group. As a teacher the power imbalance is great over a student and may result in some hesitancy on the part of the student to engage more thoughtfully in the learning process for fear of embarrassment especially if the teacher is authoritarian. This can be negated by the teacher becoming more of a facilitator to the students giving more autonomy to the students in for example choosing topics to discuss within the overall framework of the facilitator’s teaching curriculum. Nothing is lost in taking this approach and the students feel more engaged and empowered in their own learning experience. Testing at regular intervals throughout the course to track student progress towards success in acquiring the English language with celebrated milestones in the local tradition go a long way in building a beneficial bond and trust between the facitlitator and learner. Finally a curriculum that does not disparage one culture over another but remains respectful of the differences and inclusive to diversity that recognizes that that the differences amongst students should not distract from the common goal of learning English as a second language. With these methods in mind and a cultural awareness of the group that is being taught the teacher can incorporated into the curriculum subject matter and a learning process that is respectful to the students. This will consequently facilitate the learning process and the bond between the student and teacher so that a trusting teaching relationship can develop in the classroom while the focus is on English foreign language students becoming better speakers, readers and writers of the English language. References: 1: 6 ways Teachers can Foster Cultural Awareness in the Classroom. Mathew Lynch 2: Making Classrooms Culturally Sensitive. Robert C. Morris, Nancy G. Mims