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Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
[13]: 42 By engaging students with different cultures, abilities, and ethnicities students become more familiar with people that are different from them, hoping to allow a greater acceptance in society. By presenting a variety of cultures, students will feel like they have a voice or a place at school. [13]
Sheltered instruction also helps students feel like they belong in the classroom. By including their cultural backgrounds and encouraging teamwork, teachers create a welcoming environment where everyone's contributions are valued. [5] Through sheltered instruction, students also learn to appreciate and understand different cultures.
In the context of intercultural learning, it is important to be aware of different subcategories of culture, such as "little c" and "big C" culture.While the latter one is also called "objective culture" or "formal culture" referring to institutions, big figures in history, literature, etc., the first one, the "subjective culture", is concerned with the less tangible aspects of a culture, like ...
A banner from the National Multicultural Festival in Canberra, Australia. The term third culture kid was first coined by researchers John and Ruth Useem in the 1950s, who used it to describe the children of American citizens working and living abroad. [4]
By recognizing and respecting their linguistic and cultural backgrounds, these programs aim to create a supportive learning environment where students feel more comfortable and confident. While this approach may contribute to the preservation of heritage languages, implementing MLE programs present other potential benefits and challenges.
The development of intercultural competence is mostly based on the individual's experiences while he or she is communicating with different cultures. When interacting with people from other cultures, the individual experiences certain obstacles that are caused by differences in cultural understanding between two people from different cultures.
Additionally, instruction that implicitly endorses White American cultural values and expectations can ultimately require students from different racial and cultural backgrounds to estrange themselves from their original cultures and identities and aspire to White cultural norms (p. 74). [20]