Showing child’s culture and language esteem is important since it supports teachers and staff to identify appropriately, evaluate, as well as enhance effective early interventions and pre-school practices that are respectful and thoughtful from linguistically and diverse perspectives (Kuder, 2018). Kuder (2018) emphasizes that understanding better and respecting a child’s language and culture, particularly a child who speaks a dialect other than English language learners as well as Standard English, can have an influence on the child's capability to be better understood and accepted by other learners from the mainstream culture.
Moreover, gaining children’s cultural differences awareness and respecting their cultural values can be a significant initial step towards cultivating a positive and interactive classroom experience and environment (NAEYC, 2009). Likewise, respecting a child's language and culture can support the teachers and staff to minimize the risks associated with the child's socialization problems such as language and prejudice differences, as well as eye gaze patterns and facial expressions (Kuder, 2018). Then again, it can support teachers and staffs to engage more appropriately with the child by providing various ways of demonstrating what they know and can do.
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Even if they have earlier on learned a different language and culture, creation of multiple assessments and curriculum activities such as nonverbal learning approaches can support the child to show participation and learning interests, skills, and knowledge (Kuder, 2018). Furthermore, NAEYC(2009) stresses that it can significantly support teachers, staffs, and families to appropriately collaborate in developing flexible methodologies that are linguistically, developmentally, and culturally appropriate towards promoting the child’s participation and learning.
Additionally, through respecting the child's language and culture, teachers and staffs can analyze their own culture and language backgrounds to observe how a child's language and culture can influence learning approaches, interactions, and responses (Kuder, 2018). Because of this, teachers and staffs can further enhance their competences through professional development in working with diverse learners and their families, different language acquisition, and cross-cultural communication.
References
Kuder, S.J. (2018). Teaching students with language and communication disabilities (5th ed.). Boston, MA: Pearson Education, Inc.
NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/diversity.pdf
