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“I’m Not from the Dominant Culture!”: Instructional Practices for Teachers of Culturally Diverse Students
Abstract
The United States has experienced a large growth in the number of immigrant students who speak English as a non-native language. The results of a 2004 survey on the topic of English Learners (ELs) or English Language Learners (ELLs) showed the number of ELs had almost doubled to 5,119,561 in public schools across the nation (NCELA, 2008). These ELLs bring their cross-cultural expectations into dominant culture classrooms, and teachers must be prepared to meet the cross-cultural issues between student and teacher that might occur, where ultimately the student loses. Similarly, North Dakota has experienced enormous surges in its ELL populations in its previously culturally homogenous population; consequently, mainstream teachers struggle to learn how to interact with culturally diverse students. Instances of cultural dissonance negatively impact students’ performance and school culture. The awareness of culture and how it impacts content learning is thus a subject of critical importance, and developing cultural awareness as well as effective and culturally relevant instructional methods is a necessity for all classroom teachers. Therefore, this chapter describes multiple methods and strategies that are linguistically appropriate and culturally relevant for all teachers, but particularly for teachers of ELLs.
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