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Cultural sensitivity in the classroomThere are many cultural sensitivity issues in the classroom that teachers must address to make sure they are delivering language instruction without prejudice, discrimination or bias. One of the major unintentional biases that teachers face is the assumption that when a student does not understand the English language, they must automatically not understand the classroom material being delivered in that language. This understanding can lead to high achieving students being considered lazy, unintelligent and unmotivated. In many non-English speaking cultures, students are brought up with more passive behaviors when interacting with adults. An ESL student may be less willing to approach a teacher for extra help or tutoring. This can lead to a cultural bias and assumptions that non-English speaking students are less intelligent than their native English speaking peers. But also non-English speaking students can quickly absorb cultural biases against English speakers as they witness a more driven, ambitious educational environment than they may be used to. This could lead students to be even more reserved, having more of a negative effect on their language skills even further as they refrain from asking for assistance when it is needed. A well balanced ESL curriculum will help students and teachers overcome opinions formed beforehand about different cultures and create a learning environment where all students are valued for their unique cultural backgrounds. One of the biggest problems teachers face is that one classroom may be filled with students from many different nations for example Spanish-speaking countries. The cultures of peru, argentina, Ecuador, Columbia, Panama, venezuela, Mexico and the rest of central and South American countries are vastly different and teachers should not assume that students who share a common native language will share similar cultural backgrounds. Even students from different regions of the same country will have different cultures and traditions that should be respected, honored and preserved. The first step towards ESL classrooms and cultural sensitivity agreements is to develop learning environment that recognizes student?s different cultures in a meaningful way. Classroom rules should be posted in all appropriate languages. Decorations like country maps, flags and pictures of prominent leaders can bring a taste of each nation into the ESL classroom in a positive way. students should be encouraged to work with others from different cultures. Some Teachers can arrange group projects designed to encourage students to share and explore one another?s cultures. The best way to practice cultural sensitivity in an ESL classroom is to encourage cultural awareness by exploring and sharing each student?s different culture and heritage. This can be done in several ways, such as: ? Autobiography writing assignments ? Oral presentations on the different student?s native countries ? Comparing holidays in different countries ? Organizing esl students to provide peer tutoring to other students studying their native languages ? Discussing current events from a multicultural viewpoint ? Organizing a cultural bazaar to share ESL student?s cultures with the larger school community While each project will require students to practice their English language skills, they will also get a comforting feeling of home as they share their background with their peers. The objective of cultural sensitivity in the classroom practices should be to emphasis upon students the value of embracing and understanding their new culture while still celebrating their old cultures. Inviting guest speakers who have successfully integrated into the new culture but who are still active with their native culture can demonstrate that embracing two cultures is possible and can lead to a richer life filled with more treasured cultural experiences than a single culture could produce. Teachers who are sensitive to their student?s unique cultures will be able to relate to the students more easily, leading to more successful instruction and more fulfilled students willing to embrace both a new language and a new culture.
