Research: Educational Theories That Provide A Rationale for Multicultural Teaching and Pedagogical Strategies and Practices That Best Serve Learners from Diverse Backgrounds.
There are many factors within a school capable of affecting the culturally diverse students’ success such as attitudes toward diversity, culturally responsive curriculum, involvement of the community and the school’s atmosphere. The academic and personal relationships between teachers and their students can be influential of all the mentioned factors. Such a relationship is referred to as learning core-relationship which includes the role of interactions between students, subject matter and teachers in school. There are instructional and behavioral strategies that enable a strong teaching-learning relationship between the teachers and their culturally diverse students. Most theories exemplifies standard practices of better learning for the culturally diverse students (Tucker, et. al., 2005). Some strategies and theories based on research articles have been documented to help the culturally diverse students learn.
Strategies involving teacher behaviors include accommodating and appreciating the differences and similarities among students of all cultures. Teachers who interact with the culturally diverse students should enthusiastically acknowledge and identify both the cultural and individual differences positively (Santamaria, 2009). The positivity in the identification process develops the basis for developing instructional strategies and effective communication. Teachers’ social skills can be modeled and reinforced using their social skills such as respect and understanding for cross-culture. Teachers should build their relationships with their students. An interview was once conducted to culturally diverse high school students. These students presented behavior challenges in which they wanted their teachers to know how their lives were like when they were outside school. Understanding the lives of students enables teachers to have the relevance of lessons increased and more meaningful examples made.
Teachers should teach their students in a way that their behavior match to the setting. Different students behave in different ways. For instance, some might behave formally during ceremonies.
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Students need to be taught the differences between their community, school and home environment to assist them switch to appropriate behavior for each setting. Some students might automatically adjust their behavior while others need to be taught and opportunities need to be provided to them for practice. The teachers are required to involve both the community and families in student matters…
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…guarantying a culturally diverse student’s rights can be. This usually make them deny some parents’ claims especially if they know they might end up damaging their student. For example, some parents might deny their children to go into a swimming class with other students. These students become criticized, feel demoralized and different from their peers. They end up suffering just because of the parents’ demands. Children’s rights and equality are the two most important values that must be respected by teachers. This is why children must be accommodated with respect despite their cultural needs. For improvement in enforcement of intercultural education, teachers must have permanent training to allow them implement the intercultural approaches in contents, reflect their cultural actions and attitudes and share good practices with students. Questions to contemplate include: How can teachers meet the needs of the culturally diverse students represented in these classrooms? What is the need for teachers to embrace diversity and establish high expectations for the culturally diverse students? What are the changing demographics of most classrooms? What is the role communication plays in culturally sensitive classrooms? What are the various dimensions of differentiated instruction….....
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American educational research journal, 32(3), 465-491.
Tucker, C. M., Porter, T., Reinke, W. M., Herman, K. C., Ivery, P. D., Mack, C. E., & Jackson, E. S. (2005). Promoting teacher efficacy for working with culturally diverse students. Preventing School Failure: Alternative Education for Children and Youth, 50(1), 29-34.
Santamaria, L. J. (2009). Culturally responsive differentiated instruction: Narrowing gaps between best pedagogical practices benefiting all learners. Teachers College Record, 111(1), 214-247.
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