Culturally Responsive Teaching: Connecting with culturally and linguistically diverse students

There is nothing more exciting for a teacher than the moment when the expression of a student suddenly changes, and they know that the student “gets it.” It is that ‘eureka’ or lightbulb moment when the teacher has successfully made a connection with the student, one that ignites the spark of curiosity and motivates them to learn more about the subject matter being taught. Educators who deploy a culturally responsive teaching strategy enjoy many eureka moments when working with culturally and linguistically diverse students. And the reason is simple. A culturally responsive method of teaching makes the curriculum meaningful and relatable for students from diverse cultures, backgrounds, ethnicities, and identities.

Previously, multilingual learners who had not yet attained proficiency in the primary language used in the classroom were viewed through a deficit lens in which teachers had lower academic expectations for these students. Culturally responsive teaching turns this outdated and flawed notion on its head. Instead of being perceived as obstacles to learning that must be overcome, the culturally and ethnically diverse student’s home culture, community, lived experiences, and identity are recognized as assets and a resource benefiting the entire class. Such an approach makes students feel valued, respected, and empowered for who they are and where they came from. It creates a supportive learning environment where students are more likely to have better academic outcomes and feel a greater sense of belonging. Joan Shin, professor of the English for Speakers of Other Languages (ESOL) Education and Foreign Languages Education programs in the School of Education at George Mason University, recently discussed how educators can engage in culturally responsive teaching.

A student-teacher relationship based on trust is crucial in building an inclusive classroom.

A crucial step in adopting a culturally responsive teaching strategy is to develop a trust-based relationship with students from diverse backgrounds. This provides the framework for creating an equitable classroom space that is welcoming, inclusive and where the perspectives and contributions of culturally and linguistically diverse students are honored and respected. A learning environment that celebrates cultural and linguistic diversity supports the academic and social-emotional growth of all students and encourages them to share their ideas and their view of the world. This leads to better outcomes not only for the students but also for their peers who will be exposed to new cultural perspectives they might never have learned about otherwise.

The curriculum should reflect the lived experiences and heritage of culturally diverse students.

An educator who practices an effective culturally responsive teaching method understands how important it is for culturally and linguistically diverse students to see some aspect of their heritage and lived experiences reflected in the curriculum being taught. The subject matter should be presented in a way that is applicable to a student’s home culture, community, and identity. If a linguistically and culturally diverse student finds the subject matter relevant to their lived experiences, they are more likely to be engaged in the learning process. In contrast, learning can be very demotivating when a student finds nothing about their home culture, community, or identity contained in the instructional materials offered to them. In that situation, learning becomes an abstract concept, far-removed from the interests of the student.

Implicit bias can lead to false assumptions about culturally and ethnically diverse students.

Culturally responsive teaching calls upon educators to engage in a self-assessment to identify any implicit personal bias they may have which can influence their perceptions of other cultures. If not eliminated, implicit bias predicated on race, culture, or ethnicity can carry over into the classroom and could result in a teacher setting lower expectations for culturally and linguistically diverse students without even realizing it. For example, teachers could assign work to culturally or ethnically diverse students that is of less academic rigor. Actions of this type could have damaging impacts on the learning and academic trajectory of students with different heritages. Culturally and linguistically diverse students should be able to aspire to the same academic expectations as their classmates and should be provided with the learning support that will enable them to meet or exceed those expectations.

In an increasingly diverse world, culturally responsive teaching has the potential to benefit all students by increasing their critical thinking skills, providing them with a greater appreciation of cultures and ethnicities other than their own, and encouraging them to reflect upon their own lived experiences in relation to cultures and populations around the world.

To learn more about degree offerings in the English for Speakers of Other Languages (ESOL) Education and Foreign Language Education programs within George Mason University’s School of Education, please visit the program websites.