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I can have an effective conversation and can truly manage differences of opinion. Ultimately, I go back to what is considered most professional if there is a code of ethics. I use them to try to keep my personal feelings at bay.”
Another respondent mentioned “staying calm” in the pre-survey. In the post survey, the person elaborated, “Listen, take a step back, and try to be as objective as possible. Ask questions with respect, journal to reflect, and do more research…Breathe and remember that we are all humans who have the same needs and wants for love, survival, and happiness. Everyone follows a different path.” Said another: “I have to manage my own biases if I have any towards beliefs, customs or practices to open myself up to the world which has many differing beliefs, customs and practices unfamiliar to my own. I have to understand the world is filled with diversity and that this is beautiful, even if it means discomfort in my own feelings.” In some cases, respondents may have been expressing anxiety related to privilege, even though they did not directly identify it as such. There is a certain amount of resistance to actually embracing differences.
The second question asked which teaching method was most effective in helping [the TEC] communicate with students of culturally diverse backgrounds. Again, the expressed disposition was open and positive. “Sit back and let them teach you.” “…I feel it is our responsibility to make sure every student has a voice and feel as welcomed [sic] as possible.”
As to the strategies that respondents believed would be effective with their future English learners, visual tools – pictures, films, labels – topped the list. (13 respondents chose this). A moderate number chose Krashen (1981)-The Natural Approach in a meaningful context (seven). Six selected Physical/kinesthetic, while Differentiated Instruction rated three choices and home visits were noted by two. The rest had only one each: Communicative language teaching, valuing linguistic differences, small group; class discussions, constructivist, building relationships, and the Sheltered Instruction Observation Protocol (SIOP) Model.
The third research question asked TECs to identify the biggest challenge when communicating with students from diverse cultural backgrounds. Respondents had real concerns. The language barrier was the primary challenge. (15 respondents). One said “Not being able to sympathize with how their [sic] feeling…although as a teacher I can empathize and provide lots of support and alternative methods, it’s not exactly the same.
One person worried about resources and time, while another fretted about “preconceived notions they might have about me.” Respondents were self-aware (but not necessarily confident). And they rarely considered how uncomfortable their students might be in the classroom. This is also evidence of privilege, as well as an indicator of lack of experience. The TECs were more concerned about their own image as “teacher” and perceptions of themselves as competent, then they were about their future students. “Unfortunately, some teachers may take this as the students don’t understand, but it is not an intellectual issue, it’s an interpreting issue,” one candidate said.
There was concern about being perceived as biased, arrogant, or ignorant. One TEC voiced the issue in this way: “Getting students to believe I care what they have to say without seeming ingenuine (as in, trying to feign membership in their culture).” Here there is evidence of an uncomfortable but identifiable awareness of privilege. Selected comments revealed this as a common concern:
“Recognizing my own biases”
“Remembering to ask for feedback”
“Making sure I am still being authentic.”
“Making sure the “intended message is being received on both ends.”
“I want to build their confidence while celebrating and maintaining their culture.”
“Understanding how they feel. [And what they understand]”
“If it is an immigrant student from a war-torn country, then more than likely the trauma
would be difficult to work with initially. However, after a while, the student and myself
have a relationship and that changes everything.”
The majority of respondents seemed self-aware and self-reflective about what they felt they could not bring to the “cultural broker” table. They voiced some insecurities:
“My ignorance about other cultures.” (Five respondents)
“Not knowing what is appropriate in the school setting”
“I may not understand the culture”
“I think the biggest challenge is when you don’t know their background. …it could
be challenging because you don’t want to offend anyone of make them uncomfortable”
When invited to identify ways to communicate with families who do not speak English, an overwhelming majority of respondents (30) chose to ask for help from a translator. The remaining four stated that they would be proactive by learning some words in the other speaker’s language. Three people mentioned that they would use visual materials, technology, and applications. A few people mentioned using gestures and one suggested using American Sign Language (ASL). One person said, “Being ethnic myself (Hispanic), gesturing is a big part of the way I communicate with everyone.” Several TECs suggested using Class Dojo.TM.
The final research question invited respondents to describe how they would advocate for EL students and their family in the community? Almost all respondents had good intentions for advocating. These were also in the “open” dispositions category. Said one, “Making them feel accepted. Not making them feel like their culture should be put on the back burner and helping them out in any ways I can.” Another wrote, “Encourage others to get to know them for the person/people that they are, rather than what they are perceived to be”. This statement implicitly acknowledges that there may be a biased perception of the “other”. When it came to taking action, one teacher wrote, “I corrected one of my students today who remarked in our classroom ‘We only speak English in school’ in response to one of my students referring to her Abuelita. I do not like this “English only” idea, and do not support it.” Ten people opted for having a culture day and joining in social events. Sharing advocacy and community resources also helps. This fits into the most basic Level of Integration of Multicultural Content, which Banks (2004) calls the “Contributions approach” focusing on “heroes, holidays, and discrete cultural elements” (p. 15).
Respondents who are already classroom teachers noted that they would make sure other students are encouraging and include ELs daily. They said they would develop relevant projects that tied into the culture(s) of their students. Seven TECs believed in creating a welcoming, proactive class that includes student cultures. These data demonstrate what Banks calls The Additive Approach which “allows the teacher to put ethnic content into curriculum without restructuring it... [The] most important shortcoming is that it usually results in the viewing of ethnic content from the perspectives of mainstream historians, writers, artists, and scientists…” (p. 15)
Some respondents reported that they would do research and use modification and accommodations, so students can “thrive” in the classroom. They wanted to build relationships. One offered that s/he would not mind “Being their voice when they can’t or don’t know how to use their voice.” Two respondents mentioned home visits again.
Finally, respondents were again asked to rate themselves as cultural brokers.
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