STRATEGIES FOR CREATING A CULTURALLY AND LINGUISTICALLY DIVERSIFIED SCHOOL

In a culturally diverse society such as ours it is vital for teachers and school owners to have the resources, expertise and understanding needed to help children from culturally and linguistically diverse backgrounds, including aboriginal backgrounds, settle into a caring and welcoming school (Ponciano & Shabazian,2012). This is particularly necessary in young children who have a need for rapid physical, mental, emotional, and social development during their early years in order to avoid cultural conflicts- (Kaiser & Rasminsky, 2003). A qualitative and culturally sensitive school with broad minded teachers must understand this need and create an inclusive environment that will remove every barrier to children’s learning and total development (Ponciano & Shabazian, 2012). 

Teachers must set realistic and challenging expectations that meet the needs of children from diverse background and culture (QCA, 2000). The essence of this empathetic approach is because culture is the basis for living- (Kaiser & Rasminsky,2003).  They must be aware that children bring to their early learning centers different values, interests, talents and philosophies that affect their ability to learn (QCA,2000). It is therefore imperative for teachers to meet the needs of children from all social, cultural and religious background including children of different ethnic groups, travellers, refugees, asylum seekers and children from diverse linguistic background (Gerrity, 2003). 

Engaging an array of strategies intended to boost awareness and understanding of cultural and linguistic diversity among the children and families in a school will further heighten their experience while nurturing a broader appreciation of the significance of difference -(Ponciano & Shabazian,2012). The first strategy to consider will be that of having a religiously inclusive educational setting. In order to meet the needs of students from diverse religious background, teachers should study religious diversity as part of their professional development program. It is beneficial for teachers to be educated about religious diversity in order to acquire the information that will help them practice religious inclusion in the setting (Hannigan,2012). Books can also be used to introduce children to diverse religions to encourage religious tolerance amongst the children as well as provide a sense of identity. Both parents and children will be assured that their religious identity is accepted and appreciated within the culture of the school-     (Hannigan,2012). 

 Furthermore, schools can also inculcate the celebration of national days in their centers to offer students the chance to have various experiences of diverse nationalities.  Teachers can plan opportunities that build on and develop the security in the setting by giving opportunities for parents to come to school with their child for a few hours before leaving the child on a consistent basis (Ramsey,2004).  It is helpful if teachers use a wide range of teaching strategies, including scheduling home language and English language to provide bilingual support, to extend vocabulary and support children’s developing understanding (Gerrity,2003).The school should provide experiences that nurture and support diverse culture through participatory activities like songs, games and role play (Poncianao & Shabazian,2012).  

Collaborating closely with parents is another strategy that a teacher can use to support students from diverse cultures. Teachers ought to show respect and understanding for the role of the parents in their child’s education by constantly providing feedback and seeking information from the parents when necessary (Gerrity, 2003). Other strategies that an early childhood teacher can use to support children and families from diverse cultures include providing a safe and supportive learning environment that is free from discrimination and harassment, where the contribution of students are valued and  racial, religious, disability and gender labels are confronted (QCA,2000).  

It is instructive to consider the influence of the teacher’s attitude and belief on the children and families from diverse background. A teacher must come into the classroom with  a  receptive mind  to diverse cultures by first understanding her own culture, this will help the teacher identify  and manage the differences between  her culture and others -(Kaiser  & Rasminsky, 2003). A teacher who views the world from a myopic perspective will not be of much benefit to the children and families. It is dynamic for an early childhood teacher to be mindful and interested in other people’s culture in order to reach children from diverse cultures -(Ramsey,2004).  This awareness will help the teacher encourage things like dramatic play, games, songs and activities that are rich in cultural and linguistic experiences (Ramsey, 2004).  The early years practitioner can go the extra mile to learn basic communication skill in another language and become bilingual ( Gerrity, 2004).  A bilingual teacher is a valid staff in a school with diverse cultures (Gerrity, 2004). The teacher can communicate with the parents and children in their home language and English language for a more productive collaboration to take place (Gerrity, 2004). According to Nemeth and Edorsi (2012) “language is a cognitive process that is influenced by all domains of development, including motor, social, and emotional’’.   The teacher’s acquisition of an additional language will go a long way in developing children’s intellectual ability- (Nemeth & Edorsi, 2012). In addition to this, parents can be invited to read stories, translate materials, and provide music or songs in their language. 

The need for a teacher to plan for each student’s individual learning requirements irrespective of the child’s culture or background cannot be over emphasized. It will be helpful if teachers know their community, create a program environment that is inclusive, multicultural, and reflects the communities they serve. They can further achieve an inclusive classroom with a multicultural curriculum that promotes intercultural activities and discussion. These methods will encourage students and teachers to develop a rich appreciation of how each individual is distinctive and add to the diverse fabric of society - (Poncianao & Shabazian,2012).  No child should feel left out on account of cultural or linguistic limitations (QCA,2000).  Competent early childhood teachers have a key role to play in working with parents to identify the best ways to help children coming from a different cultural perspective (QCA,2000).  

 

Schools should be well informed and prepared to handle enrollments from families from culturally and linguistically diverse upbringings with planned orientation programs intended to help children ease into their new care arrangement and help the teachers build a strong relationship with the children and their families (Ponciano & Shabazian,2012). 

                                                               References

Gerrity. (2003) . Responding to the cultural and linguistic diversity of refugee babies, toddlers and their families. The First Years/Nga Tau Tuotahi. New Zealand Journal of Infant and Toddler Education. 

Hannigan, B. (2012). Does God go to preschool? A case for religious inclusion. Gordon-Burns, A. C. Gun, K.Purdue & N. Surtees (Eds.), Te autoroa tataki - Inclusive early childhood education Wellington, New Zealand: NZCER.   

 Kaiser, B., & Rasminsky, J. S. (2003). Opening the culture door. Young Children   

Nemeth, K. N., & Erdosi, V. (2012). Enhancing practice with infants and toddlers from diverse language and cultural backgrounds. Young Children    

Poncianao, L., & Shabazian, A. (2012). Interculturalism: Addressing diversity in early childhood. Dimensions of Early Childhood 

Qualifications and Curriculum Authority (2000). Curriculum Guidance For The Foundation Stage 

Ramsey, P. G. (2004). Teaching and learning in a diverse world: Multicultural education for young children. New York, NY: Teacher’s College Press.