Culturally and linguistically diverse individuals (CALD) come from different countries, may or may not be English speakers and have different cultural backgrounds. Most of the CALD families have to learn English as a second language given the fact that they do not originate from a Native English speaking community. According to Berger and Riojas-Cortez (2011), a considerable proportion of children in the United States are said to be culturally and linguistically diverse including those that are biracial, bilingual, as well as bicultural. This aspect is a representation of many of the American families in general and, therefore, illustrates the externalities of growing up and living in two worlds. In essence, Berger and Riojas-Cortez encapsulate the diversity in the form of data and statistics for the culturally and linguistically diverse groups in the United States. According to the 2006-2008 statistics presented by the authors, there were a total of 301, 237, 703 diverse individuals in the US. Even though this statistic may not be a representative of the current population of the United States, it is a reflection of not only the sheer numbers but also the fundamentality and need to flesh out the CALD as a topic and concept in the US.
In their discussions concerning CALD parent’s perceptions of the Individualized Education Plan (IEP), Wolfe and Duran (2013) contend that most parents or students with disabilities encounter impediments regarding meaningful participation in IEP meetings. However, it must be stressed that CALD parents face additional challenges. To this end, it is of utmost importance for educators to be aware of and responsive to the experiences of CALD parents. This can be accomplished by first avoiding and discouraging stereotypes surrounding the CALD parents thus bolstering effective communication between educators and the parents and ultimately improving the learning outcomes.
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An additional insight that teachers and educators could use to reach CALD parents is through the anti-bias curriculum. This program incorporates four goals that are fundamental to learning in children by appreciating their cultural backgrounds and families. The curriculum also indulges the parents in the learning process not only at home but also at school. The importance of the above insight is reflected in the promotion of healthy child development through the eradication of social inequities and biases. Nevertheless, inviting parents is not the only insight that could be pursued by the educators. Indeed, getting involved in the community by going out and participating in community-based programs and events is also crucial in interacting with parents.
The end game in the community participation according to Berger and Riojas-Cortez (2011) is to paint a clear picture of what the community where the child originates is like. Comprehending the community’s cultural aspects aids the teacher to better shape curriculum program and class activities through the Bronfenbrenner’s Ecological Systems Theory that optimizes learning for the child. This could further be achieved by using the parents’ knowledge and native language to provide and optimize relevant lessons.
Indeed, some teachers may not comprehend that CALD students require the cultural capital to succeed in the dominant culture or English as the second language. As Gonzales & Gabel (2017), assert, in lieu of the teachers helping the diverse students, they mount the pressure of acquiring the cultural capital on them and their students thereby straining their learning. The authors further note that educators and schools at large are underprepared to the abounding demographic shifts in CALD students and their families. However, Berger & Riojas-Cortez (2011) provide practical and fundamental solutions and insights towards the predicament, which could morph the entire teaching landscape pertinent to CALD students. An initial key intervention is the simple acceptance of the children’s diverse cultural identities. Educators cannot appreciate and accept other people’s or children’s identities if they do not elementarily accept their own.
If the child and parents are facing difficulties in discovering their origins or ancestry, Berger and Riojas-Cortez recommend using the internet through the history website to research their family trees. As a strategy for working with CALD children, providing developmentally appropriate environments where children have equal opportunities for general growth is pivotal in learning. For younger children, promoting the use and application of native language is important. This can be achieved by mandating parents to read to their children culturally relevant books in their native language, playing traditional games specific to their culture or even talking to the children in their native language.
Also, setting up classroom activities that foster interaction with native language peers as well as second language peers (bilingual pairs) offers positive outcomes for learning, especially in English as a second language. This can be achieved through initiatives such as the Two-way Immersion program or the Dual-language program, which are popular for their inclusion of both native language speakers and English speakers. The programs are important for the development of both languages in CALD children.
The anti-bias program as initially discussed focuses on the concept of the practice of freedom in the sense that it leads to the understanding of how young children construct their personal and social identities as well as how they perceive differences. Anti-bias programs also demonstrate how the CALD families and children absorb and mitigate prejudice and social advantage or disadvantage. In other words, the antibias program exemplifies how cultural consciousness has the potential to transform reality. Adding to the anti-bias program is the Integrated Transitional Bilingual Education program. In learning English as a second language, as the Northwest Regional Educational Laboratory (2018) describes, Integrated TBE has been noted to offer prolific results in dealing with CALD children.
The integrated TBE focuses on not only language development but also partial bilingualism. It, therefore, allows educators and students to use native languages in the mainstream classrooms. Overall, this program is designed to satisfy the needs of all students in the classroom regardless of their cultural background. Indigenous Language Immersion has also emerged in the recent decades as a two-prong learning technique with bilingualism and biculturalism being at the center of its success. The program encourages bilingualism in the indigenous language as well as in English through oral and written language. This is further achieved by developing academic skills in native culture and language, English language, and mainstream culture. Ultimately, it is upon the teacher to research better additional methods in order to successfully incorporate CALD children and their families for an optimal learning outcome.
As ascertained by Berger and Riojas-Cortez (2011), culturally relevant pedagogy has been materialistic and transformative in the manner in which teachers interact and work with students. This is a theoretical model that addresses student achievement and performance as well as their acceptance and affirmation of their cultural identity. At the same time, the model is crucial in developing critical perspectives that impugn inequalities that schools together with other institutions sustain. To this end, culturally relevant pedagogy is essential to enhancing learning in minority groups and children who have been marginalized from the school system for a prolonged time culminating in their dearth of success.
Relevance in this context refers to the reflection of children’s experiences, culture, identity, as well as abilities in the classroom. However, the challenge is not only with the teachers but also the parents. Teachers have little exposure to CALD students as a result of pedagogical practices arising from their own cultural experiences of school as well as their personal beliefs regarding parents and children in their cultural milieu (Gonzales and Gabel, 2017). In contrast, Gilmour, Klieve, & Li (2018), state that most parents desire their children to be accepted as part of the majority group. Hence, most of them abandon their children’s cultural and linguistic heritages when enrolling in schools. In turn, the relevant children’s experiences and identities are forgotten thus substantially debilitating culturally relevant pedagogy as a pivotal concept in learning. Ultimately, consorted efforts from all the stakeholders are crucial in not only augmenting learning but also cultural acceptance and mitigation of racism that has plagued the current society where schools are no exception.
References
Berger, E. H., & Riojas-Cortez, M. (1995). Parents as partners in education: Families and schools working together . Englewood Cliffs, NJ: Merrill.
Gilmour, L., Klieve, H., & Li, M. (2018). Culturally and Linguistically Diverse School Environments--Exploring the Unknown. Australian Journal of Teacher Education , 43 (2), 172-189. http://dx.doi.org/10.14221/ajte.2018v43n2.10
Gonzales, S. M., & Gabel, S. L. (2017). Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education. International Journal of Multicultural Education , 19 (2), 61-81. https://files.eric.ed.gov/fulltext/EJ1148047.pdf
Northwest Regional Educational Laboratory. (2018) English Language Learner (ELL) Programs at the Secondary Level in Relation to Student Performance. Retrieved from https://files.eric.ed.gov/fulltext/ED484554.pdf
Wolfe, K., & Durán, L. K. (2013). Culturally and linguistically diverse parents’ perceptions of the IEP process: A review of current research. Multiple Voices for Ethnically Diverse Exceptional Learners , 13 (2), 4-18. https://eric.ed.gov/?id=EJ1034651
