Module II
Cultural Competence
Description
Dallavis (2011) asserts the cultural competence component is when teachers enhance the cultural identity and academic achievement of diverse learners by creating opportunities for students that does not ignore students’ home cultures. Aronson and Laughter (2015) share a similar perspective by referring to cultural competence as the component that helps students recognize and honor their cultural beliefs and practices. Once educators recognize the home to school connection, they must “find ways to equip students with the knowledge and skills needed to succeed in a school system that oppresses them (Aronson and Laughter, 2015, p. 166).
Research pertaining to Savage et al. (2011) strongly suggests that culturally responsive teaching is a pedagogy that is effective for many culturally and linguistically diverse students because it promotes cultural competence and encourages appreciation for diversity (Bryd, 2016). In accordance with research from Lynch and Rata (2018), numerous studies have shown that culturally responsive pedagogy recognizes the value of including the cultural backgrounds and experiences of all diverse learners. In addition, culturally responsive pedagogy has shown to have a significant value with students from diverse populations and countries.
Savage, C., Hindle, R., Meyer, L., Hynds, A., Penetito, W., & Sleeter, C. (2011). Culturally responsive pedagogies in the classroom: indigenous student experiences across the curriculum.
1. Learn About Your Students'
Building strong relationships with students begins with getting to know students more than a superficial level. A CRT community is cultivated when teachers build connections with students in authentic ways that gain their trust. Teacher who get to know students' cultural, linguistic, academic, and social identities will make each student feel valued in the classroom. Additionally, getting to know students' interests can help teachers develop learning opportunities that are meaningful and relevant to students' lives. These connections help teachers design curriculum that reflects the identities of students' and meets their needs.
2. Reshaping Curriculum
Make an effort to include students' interests and culture into the curriculum. Instruction should acknowledge the home and school experiences of students including their sociocultural realities. Students need to engage in activities, literature, instructional materials and a learning environment that reflects people from diverse backgrounds. Curriculum should also reflect the historical experiences of students' and learning materials that explore the diverse perspectives of historical events. At an institutional level, schools can perform equity audit to assess for bias and stereotyping. These efforts support students of color and emergent bilinguals because it embraces diversity and curriculum that is culturally relevant.
3. Tap Into Students' Funds of Knowledge
These opportunities are important for emergent bilinguals because Roe (2019) states “students bring interests, everyday experiences, family backgrounds, and academic previous knowledge, which a teacher can draw upon to support learning” (p. 6). Culturally relevant instruction embraces the funds of knowledge and assets of students by viewing their prior knowledge as a useful transfer of constructing new knowledge (Roe, 2019). This research demonstrates culturally responsive educators support the cultural assets emergent bilingual students bring with them, and this positively influences their participation in the classroom.
4. Use Random Response
Using a variety of random response strategies helps create equal participation and opportunities for students' to take intellectual risks. Some examples of random response techniques include calling sticks, numbered heads, and calling cards. These are a few examples of random response that help teachers reduce intentional or unintentional bias or calling on students as a consequence for inattention. The benefit of using random response is it includes the voices of all students because calling on students is randomized. Another benefit of using random response is it holds all students accountable for their learning.
5. Cross-Cultural Communication
Culture can affect and influence the way people communicate with others. Gay (2000) explains cross-cultural communication is a pivotal element of preparing educators for culturally responsive teaching. Teachers need to have an awareness of the different communication styles that vary across cultures and ethnic groups. This understanding of language can help minimize misunderstandings due to cultural differences in verbal and nonverbal behaviors. When teachers embrace and understand cross-cultural communication, it strengthens teacher-student relationships and affirms the identity of all students' in an inclusive environment.
Reflective Questions
What is my culture? How does my culture affect the way I perceive and interact with others?
What are the strengths of other cultures that are different from my own?
How does culture influence the identity and learning of students? How can I learn more about culture from my students?