Sharing Worlds: Making Learning Personal and Culturally Relevant

Sharing Worlds: Making Learning Personal and Culturally Relevant

Bryan Beck

Texas Womans University

Sharing Worlds: Making Learning Personal and Culturally Relevant

Abstract
The purpose of this research paper is to establish a knowledge base for my
teaching of a bilingual classroom during my first year of teaching. This includes the
results of my research on planning, instruction, and assessment. I hope that this
research will guide me to successfully give my ELL students a higher understanding of
literacy and a love for learning. Teaching to a multicultural group of students will require
that I am transparent and share my life experiences with them.
One of the ways to encourage my students participation in reading and writing is
to provide them with culturally relevant literature and guide them in writing about their
own experiences. My goal is to break down barriers that would cause a students
learning to slow and to help them develop an interest in exploring the world around
them. I have personal experience with being shy and feeling unwelcome in a new
school and living environment. But I had great support from my teachers along the way
that helped me overcome my fears. After some time I was no longer afraid of learning in
another culture, but became excited about the many opportunities that it presented.
These are my tentative plans for being a first year English-Spanish bilingual teacher and
making each of my students feel welcomed.

Sharing Worlds: Making Learning Personal and Culturally Relevant

Introduction
My first language is English. I was born in the United States and lived in Arizona
throughout elementary school. A large portion of the population there is Spanishspeaking but I did not learn any Spanish during that time. I moved away from the United
States when my parents found employment in Central and South America. I began
learning Spanish in fifth grade. I was always a good student, but school was definitely
more difficult once I had to operate in an environment where Spanish was the native
language, and I spoke the foreign language. It was hard to make friends and have
conversations with my classmates there. My Spanish seemed to progress at a slower
rate than some of my other English-speaking peers. I used to have pride for getting
good grades and being good at school, but my Spanish abilities were very low. I began
to think that I was not good at anything.
Over time my Spanish-speaking skills improved. This was due to a lot of help
from my parents, friends, and teachers. I had a great support system and a school that
wanted me to succeed. I was in different international schools until I turned 17. At that
point, I was able to look back on my education and struggle with learning Spanish. I saw
it as something that had improved me as a person and enhanced my education in a way
that I would have never expected. I had more learning strategies and a larger worldview. Proctor, Carlo, August, & Snow (2005) say that bilingual students reading English
texts have another set of skills when it comes to comprehension. The bilingual students
have more comprehension strategies, such as translation and an understanding of
cognates. So in a way, bilingual students have more resources to draw upon in their
reading.
Now that I am studying to become a bilingual elementary teacher, I hope to give
my students the same opportunity that I had. Many of the ELLs in American schools do
not have great support systems or schools that try to help them succeed. By becoming
a teacher, I hope to make that statement less true. I plan on having a classroom
environment of respect towards other cultures and provide the best educational
opportunities to ELLs, just like I experienced. I believe that in doing so, my students will
become confident in their identities and educational potential.
Lesson Planning
The first place to start in providing a quality education to my ELL students is in
my lesson planning. A bilingual classroom will have various common student needs, but
each student is unique and will have more specific needs as well. My lesson planning
will need to follow the curriculum goals that have been established and implemented
according to all of my students needs.

Sharing Worlds: Making Learning Personal and Culturally Relevant

Since my students will be coming from a Spanish-speaking home, I will need to

have the right balance of English and Spanish language instruction. Students will need
to continue to develop literacy skills in their L1 in order to gain comprehension. The
information that students learn in their L1 can then be transferred and applied to their
L2.
Cummins (1986) describes that students who receive more instruction in their L1
gain a higher academic vocabulary and comprehension that those who spend more
time receiving L2 instruction. When minority and majority students were compared side
by side, the English academic skills of the minority students who received more L1
instruction were at the same level in English as their majority peers. Cummins described
this as a transfer of proficiency. The minority students can transfer their knowledge from
their L1 to their L2 when they have been exposed to the L2 for enough time.
If the home language of minority students were used in the classroom, those
students would do better academically. This is why bilingual and ESL programs are so
crucial for students with an L1 other than English (Ladson-Billings, 1995). Schools or
programs that only promote English language acquisition limit their students resources
for learning, and those students lose out on the highly valuable skill of becoming
bilingual. Au (1998) relates poor academic achievement to limited use of their L1 in the
school or home setting. It is not due to their limited English proficiency. Students need
to be able to use their L1 as a resource for their learning; otherwise they are denied that
amount of knowledge that can be applied to the educational goal.
Proctor, Carlo, August, & Snow (2005) also agree that L1 literacy skills are
necessary for L2 comprehension. Since many immigrant children have a developed L1
oral proficiency but few literacy skills, they will need continued literacy instruction in their
L1. A good depiction of a students oral proficiency can be seen by their amount of
vocabulary knowledge. Once a student gains a strong enough vocabulary, they will be
able to have a stronger text comprehension. For this reason, it will be important to plan
my lessons with a good balance of English and Spanish instruction, materials, and
activities.
My lesson plans should also include student collaboration. Au (1998) says that
students will learn more effectively from collaboration with their peers than by teacher
instruction. I think this is especially true in a classroom with a diverse population.
Students may find that they can relate to each other and learn together as a community.
A persons culture influences their lives greatly. It directs many of their thoughts and
opinions. It can influence the style in which they communicate and perceive of the
world. Therefore, each persons culture can also impact decisions that they make and
what they think is right (Gay, 2002). Students from diverse backgrounds will therefore
bring together many different perspectives and their own creativity when it comes to
problem solving and completing tasks.

Sharing Worlds: Making Learning Personal and Culturally Relevant

My lesson plans must also be culturally responsive to the students in my class.

The material I present must be relatable to my students but challenging enough to keep
them engaged. Students learn from both academic instruction and from their own
personal experiences. If a student is given the opportunity to make real life connections
or to relate to their learning in a personal way, that learning will be more significant (Au,
1998).
Having culturally responsive lesson plans means that I will need to select my
materials and teaching style to best fit the needs of my students. Teachers should focus
their attention on the selection of materials for students and their instructional strategies
(Au, 1998). As a teacher, I will need to examine my materials closely to make sure that
they are culturally relevant and do not show a cultural bias.
In lesson planning and instruction Gay (2002) says that we need to understand
the strengths and weaknesses of the current educational systems, supplementing and
enhancing the materials that may not be the most culturally competent. Teachers
should not accept a given curriculum blindly and use it as their only source of
instruction. Teachers should be critical of all materials before educating the students in
a way that is not most beneficial to them.
My teaching style is important in a diverse classroom as well. Students from one
culture may not have the same communication or learning style as I do, therefore there
will be many possibilities for barriers to come about. According to Gay (2002) a
culturally responsive teacher understands her students and their communication styles.
This teacher will also communicate cultural differences to students and help them
understand cultural norms that will help them in school and in their community. It is a
give and take; the teacher needs to make as many reasonable efforts to understand the
cultural background of his students while also giving insight into the mainstream culture
that they might not fully understand.
As a teacher, I will always have to keep in mind of how important it is to scaffold
instruction. I will need to assess my students educational needs and plan my lessons
with a goal to meet those needs. Au (1998) explains that in order to improve literacy
among students, teachers should use many literacy strategies. When the literacy input
comes from many different sources, teachers can choose what is best for their
students. Students will have a better chance to become proficient in literature and
develop a stronger interest in literacy.
Resources from other cultures can play an important role in a bilingual students
learning. Gay (2002) tells us to use cultural scaffolding by utilizing the students own
culture to enhance the students learning (p. 109). Students will be able to make
connections to texts that were written in their own language and about familiar stories.
That knowledge can then be applied to new information and they can build upon their
schema. Activities that help students develop reading comprehension and decoding

Sharing Worlds: Making Learning Personal and Culturally Relevant

skills in their L2 will allow for student to have a higher literacy achievement in both
languages (Proctor, Carlo, August, & Snow, 2005).
Teaching from a multicultural perspective is key to multicultural studentsWhen
the teacher values the culture of the student and speaks with respect towards his
experiences, the student will come to know that the teacher really cares for him and
wants him to succeed. Gay (2002) describes cultural responsive caring as, an ethical,
emotional, and academic partnership with ethnically diverse students, a partnership that
is anchored in respect, honor, integrity, resource sharing, and a deep belief in the
possibility of transcendence (p. 109). I will never fully understand the individual cultures
of my students, but as I attempt to become more culturally aware, students will have a
desire to do so as well. As a first year teacher, I need to make a point to get to know my
students. A great activity to get to know my students would be a literacy history activity.
Students can share their cultural and educational experiences in a creative project.
They can include their personal values and aspirations for the future. This can help the
entire class see the value in each individuals story and an appreciation for their
personal culture. Students should be encouraged to interview their parents on their
family background as well.
Many parents of minority students have high aspirations for their children. They want
them to succeed and have a bright future. Often times, these parents have had little
education and just dont understand how to help their children academically. Cummins
(1986) says that community participation is key for education. When schools do not
provide outreach to students families they are often excluding parents from their
childrens education. Research has shown that parents that spend time reading with
their children have a direct influence on the academic achievement of their children. So
getting parents involved will not only be helpful in the literacy history activity, but will
benefit the students literacy development. Cummins (1986) says that high levels of
linguistic skills can be developed when a students cultural identity is valued, there is
community involvement, and meaningful language is used in instruction. This shows me
that parents need to spend time with their children reading despite their level of
education. Allington (2002) said
Achieving Basic proficiency at the fourth-grade level requires children to
demonstrate an overall understanding of what they have read when they read
texts that are appropriate for fourth-grade students. They must be able to
summarize the basic story elements and make connections between the text and
their own experiences (p. 8).
Another activity to promote bilingual students learning is through writing. To
empower minority students Cummins (1986) says the teacher should have students
create and publish their own books based on their own personal experiences. Students

Sharing Worlds: Making Learning Personal and Culturally Relevant

will have a chance to share their own perspective and create something that they are
proud of. Learning will be improved if students have ownership of their education (Au,
1998). This type of activity will give worth to a students culture and lower their affective
filter. Students can take pride in their work and will develop stronger writing skills
through practice writing about subjects that interest them.
Building confidence through appreciation and respect
Often times, ELL students are misunderstood. School teachers and
administrators may not correctly assess the needs of these students and could possibly
cause a lot of harm. Mislabeling minority students as learning disabled or at risk can
discourage a student greatly. They might become stigmatized and believe that they
cannot be successful in school (Cummins, 1986).
Many times students from diverse cultural backgrounds need encouragement
and a little extra attention. ELL students have to manage juggling between two
languages and functioning in their minority language. Au (1998) says Empowered
students are confident in their own cultural identity, as well as knowledgeable of school
structures and interactional patterns, and so can participate successfully in school
learning activities (p. 304). When a teacher gives a little extra attention to a struggling
student and shows a genuine interest in their lives, the student can see that his
experiences have value. A students worth as a student comes from cultural validation
(Gay, 2002)
According to Ladson-Billings (1995) there are three things that a culturally
competent teacher must help students do, Students must experience academic
success; students must develop and/or maintain cultural competence; and students
must develop a critical consciousness through with they challenge the status quo of the
current social order (p. 160). If students can do those things, they will have a high
motivation for learning and an interest in continuing their education.
Creating a classroom culture that is safe, friendly, and welcoming is important
students to excel. If a student feels threatened or uncomfortable in his school
environment he will not be able to focus on learning. Schools are scary to minority
students and student from other countries. If the school is not actively trying to
incorporate a students culture and background, the school will seem like a very hostile
place. Culturally competent teachers make a difference by using students cultures to
drive their learning.
Part of the problem of not meeting students needs is how schools often view
their students. Allington (2002) says that the failure of poor kids or minority students is
seen as a problem with the school. I think that students can pick up on the vibe that is
put out by teachers, administrators, and other students. So instead of seeing ELL

Sharing Worlds: Making Learning Personal and Culturally Relevant

students as a problem to overcome, schools should see them as a great opportunity for
diversity. ELL students will have many obstacles to overcome, but they also bring
unique perspectives that can benefit the entire learning environment around them. It is
all about how the school views them.
Schools and educational programs are almost always run by the majority cultural
group. If that ruling authority is not culturally responsive, it can cause many problems for
minority groups. When one culture sets the standard and runs the social organizations,
it is possible for minority cultures to be left out when it comes to big decisions. This may
be intentional or unintentional but the majority culture will receive more privileges and
the minority cultures can be seen as inferior (Cummins, 1986). The achievement gaps
with diverse student populations needs to be seen through a culturally responsive lens.
Gay (2002) says that we must continue to work on reducing the achievement gap with
multicultural students, and the best way to do that is by understanding their culture. With
an appreciation for our students cultures we can better attend to the issues that our
students face. According to Au (1998), language and cultural differences, discrimination,
and poor educational practices account for the literacy achievement gap with students
from diverse backgrounds. As educators, we need to continually strive to improve our
standards, assessments, and strategies to meet the needs of all students, not just the
majority population that they are catered to.
For that reason, we should continue to develop an appreciation of other cultures.
Au (1998) says that students have more ability to learn when teachers are educated on
how to prepare culturally responsive lessons that allow students to communicate in a
culturally appropriate way. Cummins (1986) explains that teachers who encourage their
students and validate their cultures give their students confidence to achieve academic
success. These students will be more motivated and will take more risks that are
necessary for advancement. On the other hand, teachers who do not consider students
cultures as important, or show a lack of respect or understanding for their educational
needs will stunt their academic growth. This is when students can feel disempowered
because of their differences. These students will internalize their failures and feel like
they do not have a chance to succeed. Cummins (1986) describes students lack of a
cultural identification as bicultural ambivalence. These students possibly do not see
their cultural background or their new culture they live in as a source of self-worth. They
might feel lost or confused about their identity.
Again, to best encourage our ELL students for success we should recognize the
individuality of each student and provide culturally responsive teaching. Gay (2002)
defines culturally responsive teaching as, using the cultural characteristics,
experiences, and perspectives of ethnically diverse students as conduits for teaching
them more effectively (p. 106). This means that when students learning incorporates

Sharing Worlds: Making Learning Personal and Culturally Relevant

their personal stories, background, and tradition they will be more engaged in their
learning and have a higher appreciation for it. ELL students will also have a higher
academic achievement when their teachers use culturally responsive teaching (Gay,
2002).
The use of personal experiences and interesting stories will help students
develop language comprehension because they will find a connection to the literature. It
is important for students to have texts that they can relate to as it will enhance their
understanding (Allington & Woodside-Jiron, 1999). As teachers, we should provide our
students with as many authentic texts as possible and give students ample
opportunities to practice writing. We should encourage our students to write about their
personal lives and experiences.
Lastly, to create a welcoming environment for our ELL students, we must
understand how to effective communicate with them. This does not mean that an ESL
teacher would have to speak the language of each of her students. It is more about
developing and culturally appropriate a style of communication that the students are
comfortable with. Students from diverse backgrounds have different learning and
communication styles. Their traditions and values affect their behavior and perception of
education. Understanding the culture of students will allow the teacher to provide a
more engaging learning environment for all students, and this in turn will increase
students motivation and interest (Gay, 2002)
Assessment
Just like the ruling authority can establish programs or policies that negatively
affect minority groups, assessments can damage the education of a minority student
rather than show an accurate account of learning. Assessment can be used to disable
minority students rather than empower them (Au, 1998). Standardized tests are written
by the majority population and could therefore have less cultural value to form
connections with for minority students. ELL students many times have to decide to take
a test in one language or another. That students linguistic repertoire is severely limited
when he has to take a test in only one language. Teachers should search for creative
ways to make assessment a meaningful tool for student achievement.
Forms of assessment that reduce sources of bias according to Au (1998) are
those that use a students L1, background knowledge, and communication style. These
types of assessment are better descriptors of a childs academic success. Teachers
should always be using alternative forms of assessment like portfolios and
performance-based assessments to measure student understanding. Students will also
feel more comfortable performing tasks that are informal as a way of assessment and
their test stress can be reduced.

Sharing Worlds: Making Learning Personal and Culturally Relevant

10

In assessment, students need the chance to communicate in culturally

responsive ways as well. If students are given the chance to collaborate with their peers
in their own language, they will more comfortable in the school setting. Students might
even learn more from their peer interaction than they do from their teacher (Cummins,
1986). To some cultures, an interdependent problem solving style might make more
sense. A group of students might be able to solve a much more complicated problem
because they can look at it from many different perspectives.
Reaction to the literature review
I really enjoyed reading more on the topic of culturally relevant teaching. The
articles from Gay, Au, and Cummins really affirmed my views that teaching strategies
that value diverse cultures and a classroom environment that is safe and welcoming will
allow for educational success for students. I chose two articles written by Allington
because I have heard great things about his writing, but I did not feel like those articles
really applied to my research and the points I wanted to make. I did not disagree with
anything I have read, but I do not think I received much new information in my research.
I feel like each author was generally saying the same thing, just organized differently. I
am sure I could have found more articles that would bring up new ideas and opposing
viewpoints on the topic. Overall, I enjoyed the reading and completing the research. I
am excited to begin teaching and I think teacher attitude and goals will directly affect the
success of the students.
Conclusion
Students who do not feel comfortable or feel unwanted will not be able to excel
academically. Students need a strong support system, a good teacher, and authentic
learning experiences that they can relate to. When ELL students are welcomed and
their culture is appreciated, they have a chance to shine. The most responsible thing to
do as a teacher would be to strive to be culturally competent in how we provide
instruction to students, plan engaging lessons that continue to develop the students L1
while expanding on their L2, and providing authentic assessments that accurately
demonstrate the students comprehension and understanding. Because of my support
system during my education and struggles with being a foreign language learner, I
understand the difficulty that ELL students have in American schools. I hope to provide
the best educational experience to them by appreciating their culture and meeting their
educational needs.

Sharing Worlds: Making Learning Personal and Culturally Relevant

11

References
Allington, R. L. (2002). Big brother and the national reading curriculum: How ideology
trumped evidence. Portsmouth, NH: Heinemann. Retreived from:
http://www.heinemann.com/shared/onlineresources/E00513/chapter1.pdf
Allington, R. L., & Woodside-Jiron, H. (1999). The politics of literacy teaching: How
research shaped educational policy. Educational Researcher, 28(8), 4-13.
Retrieved from:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.92.6918&rep=rep1&typ
e=pdf
Au, K. H. (1998). Social constructivism and the school literacy learning of students of
diverse backgrounds. Journal of Literacy Research, 30(2), 297-319. Retrieved
from: http://jlr.sagepub.com/content/30/2/297.full.pdf
Cummins, J. (1986). Empowering minority students: A framework for intervention.
Harvard Educational Review, 56(1), 18-36. Retrieved from:
http://www.dinecollege.edu/cdte/docs/Cummins.pdf
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher
Education, 53(2), 106-116. Retrieved from:
http://www.uwec.edu/COEHS/upload/Pattee-Article.pdf
Ladson-Billings, G. (1995). But thats just good teaching! The case for culturally relevant
pedagogy. Theory Into Practice, 34, 159-165. Retrieved from:
http://equity.spps.org/uploads/but_that_s_just_ladson-billings_pdf.pdf
Proctor, C. P., Carlo, M., August, D., & Snow, C. E. (2005). Native Spanish-speaking
children Reading in English: Toward a model of comprehension. Journal of
Educational Psychology, 97(2), 246-256. Retrieved from:
http://www.heinemann.com/shared/onlineresources/E00513/chapter1.pdf