The culture of our nation is becoming ever-more diverse. This wide spectrum of diversity is most profoundly reflected in our classrooms. Although the United States has always been a diverse country, the issue regarding the many cultures that are made known in our schools has never been more prevalent than now. It is incredibly important to recognize that a particular culture has tentacles that reach into nearly every aspect of life. Truly being able to severe the roots of one's culture is nearly impossible. Also, it is not something we should strive to achieve. As educators, it is our responsibility to the be culutrally reponsive. That includes a staggering number of details to pay attention to.
I grew up in a nearly homogeneous culture. Everything I knew and was exposed to was mostly the exact same, culturally. I did not experience much diversity, although my parents ensured that I was not ignorant of the fact that diversity exists and that it is a positive aspect of the greater American culture. Regardless, I still did not know what it was like to be in a situation where I was part of a minority group. I have since had three absolutely incredible experiences which have led me to growing in my understanding of the richness of a diverse classroom and in being the odd one out.
Through an internship with the first graders Cedar Riverside Community School (a charter school specifically designed for the children of Somali refugees), I experienced the beauty of another culture, along with the stark differences regarding the types of interactions, questions, and learning styles that were presented by the students. It was so similiar, yet so distinct from my own school experiences. Another experience with diversity, in a school setting, greeted me when I began my field experience at Johnson High School on the east side of St. Paul. The school population is incredibly diverse, and, for the first time, I saw what it was like to have ELL students in a mainstream classroom. I have been challenged to realize that the setting in which I teach will most likely be very different from what I experienced. High school students bring an entirely different dynamic than elementary students, so that was something else to adjust to as well. It has been a huge growing experience. Lastly, I spent six months in Argentina. I was the one who was "weird" or "different" than everyone else. At first, it was quite unsettling. I have numerous fond memories of my study abraod experience, and I believe that completely being immersed in another culture was not only humbling, but vital to understanding how to be a better teacher.
There are so many things to be aware of when a classroom is filled with diverse students. From providing sheltered instruction to ELL students to using visual or hands-on activities to facilitate comprehension to implementing and teaching important learning strategies, the possibilities are nearly endless when it comes to creating an open and respectful diverse classroom. Students, even if they grow up next door to each other, come to the classroom with a different perspective on life and different tendencies. Those differences are not viewed as detrimental, and neither should the backgrounds of ELL learners be viewed in that way. Yes, they have language barriers. However, it is important to view those barriers as opportunities rather than insurmountable obstacles. Learning another language is complicated (trust me, I'm going to be a Spanish teacher!).
Students should be challenged appropriately, and that does not mean that teachers should lower their standards for ELL students. An unproportional number of ELLs are in low-track classes. I fear that this has little to do with their ability, but rather a lot to do with their language skills. Scaffolding is part of our job as teachers. We are masters at modifying ways of learning and activities to facilitate the many needs of our students. ELLs should be no different, it simply requires a bit more creativity on our part. Creativity is one of the most powerful tools a teacher can possess. It's time we start using it to create culturally responsive classrooms so that every students feels capable.
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