The intention of this mini-research paper is to look at diversity in English Language Development
(ELD) classrooms and how teachers can utilize best practices to meet the challenge of providing
lessons for more multicultural classes at the onset of the Association of South East Asian Nations
(ASEAN). It examines how diversity should not be a problem that needs solving but is in fact a
platform for the enrichment of teaching, learning and social cohesion.
English has become firmly established as the international language of the present age
and is predicted to remain so, especially as the world continues to become increasingly
globalized. As it has encapsulated beliefs and values via its dispersal around the world, it
continues to evolve from the cultures of the original English speaking countries. The key to this
progression has been its ability to traverse cultural borders and this is no different for ASEAN as
its member countries get to grips with its common language of communication. To this end, this
paper examines the importance of addressing issues of diversity for English language learners
(ELLs) via culturally-relevant pedagogy to increase the chances of learner success.
Literature Review
Much research has been carried out on effective strategies for diversity in the
classroom: Most notably, Educating Teachers for Diversity - Meeting the Challenge is a
comprehensive research compilation by the Organization for Economic Co-operation
and Development (OECD) which identifies suitable tools to help teachers respond to
student populations more effectively. Gary Howard’s years of experience of working with
teachers in diverse learning environments enabled the compilation of the Seven
Principles of Culturally Responsive Teaching (2010) and other notable research from
Will Baker is included, concerning the cultural implications of education.
Diversity and Culture
Diversity can be described as a multi-layered concept that can have many contributory
elements. It can include ethnicity, race, religious affinity, marital status, sexual orientation,
physical abilities and class (OECD, 2012). Additionally, according to data obtained by OECD
(2003 & 2006) student performance is strongly related to elements such as socioeconomic
context, migration and family background over and above any existing factors in the
school establishment itself. As these are so influential, the challenge is set on how to
manage, recognize and incorporate these into the classroom.
Responding to Diversity in the Classroom
According to Gary Howard (2011) more ELLs achieve at a higher and deeper level when
they are taught and lead by embracing their differences - this helps them to remain engaged for
more of the time and helps build community in the classroom. This approach is called Culturally
Responsive Teaching and he provides seven key principles for teachers. The first three are
interlinked inasmuch as they concern the learning environment itself; this is done by creating a
welcoming, safe environment, making the classroom physically and culturally inviting. His
academic recommendations include curriculum modification to accommodate different learning
styles, positive reinforcement for academic success and strong classroom management skills.
Lastly, he suggests that interactions should stress collectivity as well as individuality, using
grouping strategies to mix up the learning process which develops co-operation skills and helps
non-engaged learners to step up and become more involved with leadership.
Diversity in the Context of an ASEAN Classroom
The last point of the seven principles stressing the importance of collectivity, leads into
how this applies in the ASEAN region, especially as the culture is more naturally attributed
towards a collective agency whereby people gain a sense of identity via inclusion in group tasks
and carrying out assigned duties (Nisbett, 2003). Then there is the question of which culture to
teach. Guest (2002) argues that focusing on national cultural stereotypes ignores the individual
and the diverse range of sub-cultures that each learner is a part of. This is particularly pertinent to
the preservation of Thailand’s diverse ethnic population (Leyavanija, 2013).
Conclusion
To sum up, the beginning of this paper stated that educational success is determined
greatly by cultural factors and has examined best practice for teachers working in ever increasing
multicultural environments. In order to successfully meet these challenges, academic pedagogy
is not the only important factor in the process but also the way in which the whole educational
environment is presented to the learner; in other words, an environment the student feels a
connection to that may previously have been alien to them. Nevertheless, with some ASEAN
countries’ traditional focus on more linear, authoritative teaching styles, how instructors respond
to the challenge of teaching more diverse classes will ultimately be determined by a willingness
to commit to on-going training in issues of changing diversity and group-work pedagogy.
References
Baker, Will. (2003) 'Should Culture Be An Overt Component Of EFL Instruction Outside
Of English Speaking Countries?' Retrieved from: http://eprints.soton.ac.uk/66500/
Howard, G. (2010) Seven Principles of Culturally Responsive Teaching
Guest, M. (2002). A critical 'checkbook' for culture teaching and learning. ELT Journal,
(56/2),
154-161.
Leyavanija, D. (2013). Culture and Rights in Thailand Newsletter. Sirindhorn
Anthropology Centre, March 2013.
Nisbett, R. (2003) The Geography of Thought: How Asians and Westerners Think Differently...
And Why
OECD (2010) Educating Teachers for Diversity - Meeting the Challenge
(ELD) classrooms and how teachers can utilize best practices to meet the challenge of providing
lessons for more multicultural classes at the onset of the Association of South East Asian Nations
(ASEAN). It examines how diversity should not be a problem that needs solving but is in fact a
platform for the enrichment of teaching, learning and social cohesion.
English has become firmly established as the international language of the present age
and is predicted to remain so, especially as the world continues to become increasingly
globalized. As it has encapsulated beliefs and values via its dispersal around the world, it
continues to evolve from the cultures of the original English speaking countries. The key to this
progression has been its ability to traverse cultural borders and this is no different for ASEAN as
its member countries get to grips with its common language of communication. To this end, this
paper examines the importance of addressing issues of diversity for English language learners
(ELLs) via culturally-relevant pedagogy to increase the chances of learner success.
Literature Review
Much research has been carried out on effective strategies for diversity in the
classroom: Most notably, Educating Teachers for Diversity - Meeting the Challenge is a
comprehensive research compilation by the Organization for Economic Co-operation
and Development (OECD) which identifies suitable tools to help teachers respond to
student populations more effectively. Gary Howard’s years of experience of working with
teachers in diverse learning environments enabled the compilation of the Seven
Principles of Culturally Responsive Teaching (2010) and other notable research from
Will Baker is included, concerning the cultural implications of education.
Diversity and Culture
Diversity can be described as a multi-layered concept that can have many contributory
elements. It can include ethnicity, race, religious affinity, marital status, sexual orientation,
physical abilities and class (OECD, 2012). Additionally, according to data obtained by OECD
(2003 & 2006) student performance is strongly related to elements such as socioeconomic
context, migration and family background over and above any existing factors in the
school establishment itself. As these are so influential, the challenge is set on how to
manage, recognize and incorporate these into the classroom.
Responding to Diversity in the Classroom
According to Gary Howard (2011) more ELLs achieve at a higher and deeper level when
they are taught and lead by embracing their differences - this helps them to remain engaged for
more of the time and helps build community in the classroom. This approach is called Culturally
Responsive Teaching and he provides seven key principles for teachers. The first three are
interlinked inasmuch as they concern the learning environment itself; this is done by creating a
welcoming, safe environment, making the classroom physically and culturally inviting. His
academic recommendations include curriculum modification to accommodate different learning
styles, positive reinforcement for academic success and strong classroom management skills.
Lastly, he suggests that interactions should stress collectivity as well as individuality, using
grouping strategies to mix up the learning process which develops co-operation skills and helps
non-engaged learners to step up and become more involved with leadership.
Diversity in the Context of an ASEAN Classroom
The last point of the seven principles stressing the importance of collectivity, leads into
how this applies in the ASEAN region, especially as the culture is more naturally attributed
towards a collective agency whereby people gain a sense of identity via inclusion in group tasks
and carrying out assigned duties (Nisbett, 2003). Then there is the question of which culture to
teach. Guest (2002) argues that focusing on national cultural stereotypes ignores the individual
and the diverse range of sub-cultures that each learner is a part of. This is particularly pertinent to
the preservation of Thailand’s diverse ethnic population (Leyavanija, 2013).
Conclusion
To sum up, the beginning of this paper stated that educational success is determined
greatly by cultural factors and has examined best practice for teachers working in ever increasing
multicultural environments. In order to successfully meet these challenges, academic pedagogy
is not the only important factor in the process but also the way in which the whole educational
environment is presented to the learner; in other words, an environment the student feels a
connection to that may previously have been alien to them. Nevertheless, with some ASEAN
countries’ traditional focus on more linear, authoritative teaching styles, how instructors respond
to the challenge of teaching more diverse classes will ultimately be determined by a willingness
to commit to on-going training in issues of changing diversity and group-work pedagogy.
References
Baker, Will. (2003) 'Should Culture Be An Overt Component Of EFL Instruction Outside
Of English Speaking Countries?' Retrieved from: http://eprints.soton.ac.uk/66500/
Howard, G. (2010) Seven Principles of Culturally Responsive Teaching
Guest, M. (2002). A critical 'checkbook' for culture teaching and learning. ELT Journal,
(56/2),
154-161.
Leyavanija, D. (2013). Culture and Rights in Thailand Newsletter. Sirindhorn
Anthropology Centre, March 2013.
Nisbett, R. (2003) The Geography of Thought: How Asians and Westerners Think Differently...
And Why
OECD (2010) Educating Teachers for Diversity - Meeting the Challenge