Nonverbal communication and culture. Identity, stereotypes and prejudices, страница 68

In light of the numerous examples we have examined, it should be clear that multicultural educators have a complex matrix of learning styles to attend to in the classroom. It may be impossible to accommodate all of these learning styles simultaneously. When teachers are aware of these various learning styles, however, they can better choose which styles are most appropriate for their particular classroom.

Improving communication in the multicultural classroom

Multicultural Teaching Perspectives

Although teachers may neither be of the same culture nor speak the native languages of their students, they should adopt the concept of creating a socially sensitive multicultural classroom setting that will assist the learning of their students.

Culturally responsible pedagogy involves providing the best possible education for children that preserves their own cultural heritage, prepares them for meaningful relationships with other people, and for living productive lives in the present society without sacrificing their own cultural perspective.

There are a number of perspectives teachers can employ to assist them in the creation of a socially sensitive classroom. These include community in the classroom, structure in the classroom, involving the outside community, and grouping.

Community in the Classroom.Teachers can begin this approach by creating a sense of community in the classroom. Real learning does not happen until students are brought into a relationship with the teacher, with each other, and with the subject. There are six characteristics of a "true community" that may be applied to the multicultural classroom.

- First, a community must be inclusive. It must generate a general acceptance and appreciation of differences. A community must stress that differences are necessarily neither positive nor negative, but just different.

- Second, the members of a community must have a strong sense of commitment. Such a commitment will allow them to persevere through both positive and negative experiences.

- Third, a community must recognize the necessity of consensus. A true classroom community must possess the ability to acknowledge and process cultural differences until a consensus is reached.

- Fourth, members of a community must have an awareness of both themselves and others. This recognition will lead them to develop knowledge of how these two entities interact with the larger external surroundings.

- Fifth, members of the community must feel secure enough to be vulnerable to one another. This is accomplished through the creation of a safe classroom where students are accepted for who they are.

- And, sixth, the community must be able to resolve differences. In such a community the members must address problems using productive conflict-reduction strategies instead of avoiding or minimizing or disregarding differences.

Structure in the Classroom.Another approach to the development of a socially sensitive pedagogy is the maintenance of structure in the classroom. Commonalties in day-today routines help integrate meaning even with minimal linguistic forms. For example high school students may learn that class begins with a discussion of a recent current event, then proceeds to a lecture, and culminates with an activity. This standard classroom script help students to learn the intended information and respond appropriately.

Involving the Outside Community.Another strategy teachers can employ to assist their students in learning is to seek out culturally diverse members of the community. The larger community often has a vested interest in ensuring children receive the best education possible. Individuals in churches or businesses from the same culture as the students may be able to provide invaluable information about the culture and its language. In some cases, community individuals may be able to help with translations of key assignments or classroom rules.