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Today, the world is fast becoming a global village, with many countries enjoying a multicultural environment. Understanding different cultures is not only critical, but it also promotes ample coexistence. As we learn about diverse cultures, it is worth noting that all of us are individuals. Rather than generalizing, we should treat each other as individuals. This will go a long way in creating a better environment where we can all thrive.

What is Culture?

Culture is everything that describes a particular group of people. The group can be; a family, a religious group, or people from a different town, neighborhood, country, or city. It can also be people who share a similar ethnic background, life dynamics, or work culture. Many times, culture is used to describe the features that are exhibited through history, language, food, arts, geography, family values, and beliefs.

One person can have diverse cultures such as; family culture, religious culture, age group culture, or work culture. When all these cultures are combined, they give each individual their personal culture. There are various ways that both children and adults can learn about different cultures. These include:

Diversify Your Reading Practice

Rather than reading books written by people you identify with, adopt a practice of reading books written by different people from different cultures. This helps you learn numerous facts about the culture. Further, you'll be able to identify with the culture better.

Understand Different Geography and Economic Practices

Economics and geography of any country are critical and closely associated. You can begin by establishing the following.

What are the trading practices of this culture? Do they use trade or money?

Does the culture have any resources?

Does the culture specialize in exports? If they do, what do they mainly export?

What role do these things play in terms of their cultural practices and beliefs?

Interact with People who come from Diverse Cultures

This is one of the ideal ways of learning and understanding other people's cultures. One way of achieving this is going for international camps. The advantage of attending these camps is that you meet people from different countries and races. Not only do you learn about their culture, but you also teach them your culture.

Having a one on one interaction with people helps you hear their stories first hand. Leverage this opportunity to ask questions you may have about the culture, and teach them everything they want to know. This way, you learn from each other.

Sample Food from Other Cultures

Food plays a critical function in human existence. Further, the food we all consume is connected to our culture. You can learn and understand a specific culture by sampling their food. There would be no way of comprehensively defining culture without evaluating its cuisine.

Food is an extensive need, and regardless of where you are, or where you come from, you need food. Chances are that many of our social cultures emanated from food. In the past, for instance, people would wander through the land to hunt and gather food. While food practices have changed in the modern-day, it remains one of the uniting factors for people across the world.

What are the Benefits of Learning Different Cultures?

In today's ever-changing world, people world over are fast realizing the importance of learning, understanding, and appreciating diverse cultures. Why is this necessary? It plays a major role in developing communities that excel in problem-solving and enhancing varying conditions. Let's discuss the benefits of understanding different cultures.

· You get to understand the World Better

The world comprises of people with diverse cultures. Where possible, being exposed to different cultures helps you embrace and appreciate people that are different from you. Further, the more your children interact with other children from different cultures, the more they respect and value them.

Going for summer camps are a great way of exposing your children to diverse cultures and practices. Whether they will interact with other children from different countries or regions, they will learn something new during camp.

· Minimize Stereotypes

When your children learn about people and their different cultures, they'll be less likely to classify them depending on stereotypes. Remember, everybody is different and what one person does shouldn't be used to define an entire community.

· Helps Prevent and Overcome Ethnic and Racial Divisions

Ethnic and racial divisions can hurt society. For instance, it could lead to a lack of opportunities, misunderstandings, and in the worst cases, violence. Communities marred by ethnic and racial rivalry often suffer from both human and financial resources. These vices distract communities from finding concrete solutions to their budding issues.

· Enhances Effective Communication

Language is a critical part of human communication. However, it's not the only contributing factor to effective communication. Culture enhances communication in varying ways. For instance, culture can influence speaking tendencies such as; figurative language, speed, and presentation. Culture also contributes to the way people depict their gestures and body language.

· Creates Opportunity to Meet New People

There are different ways of meeting new people. For instance, participate in different celebrations, attend camp, visit people from diverse cultures, and celebrate special days. This enables students, especially, to meet, interact with, and make new friends. This is an ideal way of expanding a student's social circle and creating room for them to learn about different cultures.

· Exposure to New Experiences

Children can get exposed through; sampling new foods, participating in different cultural celebrations and listening to stories. Further, engaging in different activities such as art or even learning how to play a new musical instrument. Exposure to new things helps children to explore the world better.

Why Should You Learn Different Cultures?

Learning and understanding different cultures are critical in day to day life. Here are the reasons why you should be conversant with diverse cultures.

· They are Interesting

Learning about other cultures is interesting. Today we live in a digital world where children spend most of their time with their gadgets. To discourage a sedentary lifestyle, expose your children to different cultures from an early stage. Sending your children to camp is one way of achieving this. While on camp, your children will be exposed to different culture promoting activities. Having hands-on experience is better than reading or even watching the same on television.

· It Stimulates the Mind

Being exposed to culture learning opportunities stimulates your mind, and helps you think in diverse ways. It's an ideal way of challenging your thought development and enhancing how you refine information.

· It Promotes Understanding

Lots of problems can arise from misunderstandings, especially because we live in a multicultural world. By learning and understanding different cultures you understand why people do things the way they do. When you identify with other people, you sympathize with their situation. This facilitates understanding and prevents misunderstandings.

· You understand various ways of doing things

Cultural practices shouldn't be the reason why people oppress one another. While discarding some practices is impossible, some sections of different cultures need to be renounced. Learning about diverse cultures helps you realize that there are numerous approaches to life, and you may not be the best.

Many times, interacting with people from different cultures helps you view life from a different perspective. When you learn about different cultures, you establish new ways of thinking and approaching and solving problems.

· You become more prepared to cope with the Ever-Changing World

In today's techno-savvy times, the world is rapidly becoming smaller. As people travel far and wide, there are high chances that you will encounter people with varying cultures. You'll need to master the art of tolerating each other. Remember, you'll also want people to tolerate you and the best way of achieving this is by being understanding.

This plays a major role in living in an all-round community and making you a versatile human being. If your children will be going to camp, they'll need to learn about other cultures to avoid misunderstandings. Learning about other people's customs and cultures gives enriches the children's experience everywhere they go.

What's the relationship between Language and Culture?

Language enables you to express your feelings and thoughts, facilitates communication, and allows you to exchange knowledge with others. To fully master a different language, you'll need to understand the culture. It's worth noting that to understand a different culture, you should strive to study the language associated with the culture.

This is attributed to the fact that language is highly depended on various factors. They include the ever-changing customs, values, and views of the people who speak it. Remember, language mirrors the beliefs and values of a culture, as well as our perception of the world. The difference between two cultures can be expressed through their languages, and understanding the differences helps you relate with people better.

Finally

There are various cultures, practices, beliefs, and norms in the world. Teaching children how to be culturally conscious and respectful of others prepares them to face the world. It's an ideal way of reminding children that what they are conversant with may not always be the right way. By learning different cultures, children will have an easy time interacting with, and making new friends. Further, they will be able to solve culturally-based issues before they crop up.

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What are the benefits of understanding different cultures

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Today, the world is fast becoming a global village, with many countries enjoying a multicultural environment. Understanding different cultures is not only critical, but it also promotes ample coexistence. As we learn about diverse cultures, it is worth noting that all of us are individuals. Rather than generalizing, we should treat each other as individuals.

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World Cultures Collection | PBS LearningMedia

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Explore the world with PBS LearningMedia! This collection focuses on food, folktales, and other aspects of cultural heritage. With your class, hear stories, play through situations, and learn how to make crafts from cultures near and far.

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TravelOK.com - Oklahoma's Official Travel & Tourism Site

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Oklahoma has divided its diverse landscape into six regions or "countries" - each with a distinct flavor, image and unique cities and towns that make great destination sites. Did you know that mile for mile, Oklahoma offers the nation's most diverse terrain? Why not explore it now!

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TravelOK.com - Oklahoma's Official Travel & Tourism Site

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Oklahoma Tourism and Recreation Department's comprehensive site containing travel information, attractions, lodging, dining, and events.

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The following strategies offer tips for thinking creatively about how to engage families around topics or activities that are important to them and their children.

Supporting immigrant families

For related ideas, see the following:

10. Look for ways that ELL parents can help with children's schoolwork

A. What you need to know

ELL parents may feel intimidated by or unprepared to help with homework or other schoolwork, especially if they have limited educational or English skills (Zarate, 9). You can help them understand their important role in supporting their child's success, however, with a few simple suggestions. (Related video: Reaching out to families, Kevin Eberle)

B. Reflection

What kinds of support do you expect your parents to give their children in terms of schoolwork? What kinds of resources and educational background (and language skills) do parents need in order to give their children that help? What are other ways parents can help?

C. Strategies

Encourage parents to:

Provide a place where children can do their homework

Check that homework is completed each night

Ask their children to tell them about what they learned each day

Keep in regular contact with a teacher or staff member about their child's progress

Ask teachers about any questions that arise

Learn more about homework help programs through before-/after-school programs and the public library

Read and tell stories in their native language.

D. Example

Marty Izaguirre is an ELL teacher in Okatie, South Carolina. Her elementary school holds Family Literacy Nights, which take place after school every other month and provide working parents with an opportunity to read to their children in both English and Spanish. Once parents come in, they find read-aloud circles (where teachers read books aloud to a small group), as well as areas where they can go and read with their child separately. The variety of activities provided to the parents allows them to join in an activity in which they feel comfortable. Adults and children are allowed time and space to read together. The school also provides an opportunity for parents and children to create their own special bookmark as they enjoy some refreshments. The events offer parents an opportunity to meet other parents, show their children the importance of reading, and learn how to support literacy development at home (Izaguirre, 2006).

11. Look for ways that ELL parents can participate and volunteer

A. What you need to know

There are a number of ways to include parents in the school community and to bring them together with other families at the school. This might include school visits, volunteering, or activities that draw upon their skills and hobbies.

B. Reflection

How likely are ELL parents at your school to sign up for events or volunteer? Do they know about all of the opportunities at the school? Are there certain events or places in the school where your active parents tend to gather? Do you know what skills and talents they might have to offer?

C. Strategies

Invite parents to visit the school and their child's classroom regularly (Houk, 66).

Invite parents to speak with their child's class about their native country, a hobby, or their job.

Encourage teachers to have an inviting activity ready for visiting parents.

Encourage parents to volunteer in the classroom, main office, lunchroom, or library; during events or field trips; or in a student club or after-school program (Meyers, 45). (Keep in mind that volunteering may include simple things like preparing items for an activity - such as cutting out shapes and organizing supplies.)

Find out what your parents' skills and hobbies are, and look for ways to draw on their talents.

Find ways to bring ELL and non-ELL families together through student performances, a student cultures night, storytelling, workshops, and exhibits (Meyers, 46). Your families might just realize that they have more in common than you - and they - originally thought!

D. Examples

Indiana teacher Miriam Soto-Pressley invites the parents of her ELLs into her classroom during reading time. The parents follow along with their children and they learn about read-alouds and how to interact with text. This helps them work with their children at home to increase reading comprehension.

A group of Latino parents at a preschool center in Florida who frequently sat outside in the sun waiting for their children each afternoon built a parent gazebo for the center, as well as a butterfly garden (Alvarado, 2010).

Following the arrival of a new group of students from El Salvador and Puerto Rico to a school in Massachusetts, a group of teachers decided to organize a school play that would be performed in Spanish. They distributed bilingual flyers to tell parents about auditions and asked parents to help with costumes and refreshments (based on earlier conversations they had had with the parents). On opening night, the auditorium was filled, and the school held multiple performances to accommodate parents' different work schedules. Word soon spread around the community about the play, and the students were invited to perform at other schools. By the final performance, more parent volunteers were participating in the school community than at any other time in the school's history (Zacarian, 119).

12. Think outside the box about parent engagement

A. What you need to know

One of the most important steps in engaging ELL parents is to realize that they may be coming from a very different cultural perspective when it comes to the educational system and their role in their child's education (Houk, 60). This may be due, in part, to:

Deep respect for teachers: Many ELLs come from cultures which revere teaching and where the teachers are considered the experts, not the parents. As a result, parents may be reluctant to ask questions so as not to question the teacher's authority, or they may assume that the schools don't want them to "interfere" in their child's education. Upon arrival in the U.S., newcomer parents may wonder why they are suddenly a school partner, and why in fact the school is asking the parent to do the teacher's job. As Betty Alford and Mary Catherine Niño note in Leading Academic Achievement for English Language Learners: A Guide for Principals, you wouldn't expect a doctor to ask the parents which medical procedure they would recommend for their child (80), and ELL parents may feel the same way about what their school is asking them to do.

Education vs. educación: These parents are likely to see an entirely different role for themselves in their child's education (Hori, 40). For Latino families, the idea of educación focuses on a child's personal and moral development, which has an important impact on the child's academic development. The authors of Understanding Latino Parental Involvement in Education: Perceptions, Expectations, and Recommendations note that, when asked, "(Latino) parents believed that monitoring their children's lives and providing moral guidance resulted in good classroom behavior, which in turn allowed for greater academic learning opportunities (9)."

The group vs. the individual: It's also important to keep in mind that many cultures outside of the U.S. are oriented more towards the group (the family, the class, the society, etc.) than the individual. In their book Managing Diverse Classrooms: How to Build on Students' Cultural Strengths, Carrie Rothstein-Fisch and Elise Trumbull explore this concept as it relates to the Latino ideas of educación:
One's social behavior in a group (such as the family or the classroom) is of paramount concern; being a respectful contributor to group well-being rather than focusing on one's own achievement is highly valued. So when immigrant Latino parents come for a parent-teacher conference, their first question is likely to be "¿Cómo se porta mi hijo/hija?" ("How is my son/daughter behaving?"). A teacher may find it difficult to stifle her consternation after hearing the same question from 25 or 30 sets of parents, believing that all the parents care about is their child's behavior, when the teacher's goal is to discuss the child's academic progress (13-14).

Nevertheless, what looks like a lack of interest to the teacher actually reflects a deep interest on the part of the parent in the child's personal development and how this will affect the child's ability to be successful in the classroom.

B. Reflection

Make a list of five things you hope or expect that "involved" parents will do at your school. What do parents need to know in order to participate in these events? What challenges might ELL parents face in participating in these events?

C. Strategies

Form small focus groups with ELL parents and an interpreter. Ask the parents:

How they define their role in their child's education

What their concerns, priorities, and hopes are regarding their child

What kinds of events they would be interested in attending

The obstacles that discourage them from participating and changes that would help

Events where being part of a larger group might make them feel more comfortable.

D. Example

Carrie Rothstein-Fisch and Elise Trumbull share the example of a teacher who redesigned her parent-teacher conferences into group conferences for her Latino parents. She divided children by ability levels and met with the parents of children in similar levels at the same time. She also offered both English and Spanish groups. She explained report card formats, grading, her expectations for students, and what parents could do to help. Parents then had the opportunity for a personal consultation after the group discussion. One of the key benefits was that parents' questions helped each other as they felt confident to speak up in a less threatening environment. She saw all twenty-eight parents in three days (62).

13. Consider alternative schedules, locations, and kinds of events

A. What you need to know

Sometimes, when families can't come to the school, the school has to go to the families. Meeting families in other settings such as community centers or churches can provide an informal way to start building a relationship, especially if ELL parents feel shy or nervous about going to the school. In addition, going into the community indicates a strong level of commitment on the part of the school to the families (Alford & Niño, 86). You might also try planning parent or family events around the schedules of the families, especially if they are working a couple of jobs or shifts.

B. Reflection

Do you experience low attendance at family events held at school? Have you ever held any school events in the community? Were they successful? Why or why not?

C. Strategies

Visit your students' neighborhoods. Find out where families are congregating and who local community leaders are that can connect you with parents.

Collaborate with apartment complex managers to make a recreation room available for families.

Plan events in the community and put them on the school calendar before the school year starts, setting aside funds, such as Title I or Title III grants, to provide support for the events.

Consider giving parents a few different options for meeting times based on teacher availability.

Consider contacting parents' employers about parent schedules or holding conferences closer to parents' workplaces.

Don't limit yourself to meetings. Ask your families what kinds of events they would find enjoyable, beneficial, and convenient.

Consider group parent-teacher conferences. Families may feel more comfortable in a group, and it can be an efficient option -- you provide the key information once, and then can have brief conversations with individual parents.

D. Examples

In Philadelphia, a preschool held a parent meeting in the afternoon for parents who worked in the food service industry in the evening. More than twenty parents (mostly fathers) came to the meeting (Alvarado, 2010) to discuss their children's preschool program.

In Oregon, parent liaison Ma'Lena Wirth wrote a letter to her parents' employers, sharing her goals for building a stronger partnership with the families and explaining that most parents couldn't attend conferences due to their work schedule. As a result, the employer agreed to give parents time off for school events if the events started after the employer's busy season.

In New York, Susan Lafond held parent-teacher-translator conferences at the food court where her students' parents worked so that parents could take turns coming to meet with her.

In Colorado, Becky Corr made an appointment at the salon where her student's father worked with him specifically to talk about the student's college application.

In California, a group of teachers organized a meeting for the school's Hmong and Cambodian parents (whose people had been farmers for many generations), in which they would discuss the creation of a new school garden. The teachers were disappointed when just a few parents attended the meeting, and they took that as a sign that there was little interest in the garden. On garden day, however, eighty family members arrived with hoes and dug up the garden in a single day. As one of the parents said, "We don't do meetings. We do gardens" (Ferlazzo, 45).

14. Look for the successes

A. What you need to know

Encourage your staff to look for all of the different ways, big and small, that ELLs' families (including parents, siblings, grandparents, and other relatives) support their children's well-being and education. For example, different relatives may be involved in taking the children to school and picking them up, providing child care, or making sure that they are getting fed and getting a good night's sleep. While we expect all families to manage these responsibilities, ELL families may be going to extraordinary lengths to meet their children's basic needs. In addition, older ELLs have a lot of responsibilities in their family, including working, taking care of siblings, and translating for their parents. What looks like laziness, irresponsibility, or absenteeism may in fact be the result of a lot of responsibility at home.

Some of the successes and strengths of ELL students and families may include:

Commitment to the family's well-being

High expectations for children

Making education a priority

Respect for the teacher

Good attendance and behavior

Well-developed cooperation skills

A strong sense of responsibility one's self and others

Resourcefulness

Note: ELLs' parents might be largely absent from the picture, whether it's because of difficult work schedules or a family separation (or worse) that happened before moving to this country.

B. Reflection

What is a typical day like for your ELL students? Does that differ from the typical day of your other students? Where are they sleeping? Who is taking care of them? How do they get to school every day? What do they do after school? What challenges are they facing in their daily lives?

C. Strategies

Learn what you can about your ELLs' routines (which will vary tremendously), including the responsibilities they have in their families. Share what you learn with your staff (observing confidentiality rules) and encourage your staff to look for all of the ways, big and small, that ELLs' families and extended families are supporting their children's well-being and education.

Find out whether these responsibilities are taking a toll on students' school work or health, and if so, brainstorm some ideas with staff members about possible solutions.

D. Examples

Susan Lafond notes that her elementary ESL teachers had students whose families brought them to the restaurant or family store where they worked so the children wouldn't be home alone. The kids helped out on the phone or register and did homework until the parents closed for the evening, which was often 9:00 PM or later.

Kristina Robertson remembers a 3rd-grade student named Lisbeth. Lisbeth was very conscientious and came to school with neat clothing, clean and braided hair, and notebooks and pencils ready to go. When the staff did home visits, they were welcomed graciously by Lisbeth's parents to their home. In the apartment for a family with four children, the only furniture consisted of two chairs, a kitchen table, and a mattress. The parents spoke about the importance of their children's education and explained that every night they had their children do their homework at that kitchen table even though the parents didn't understand English. The teachers, who had been unaware of the family's limited circumstances, were incredibly moved by what they saw and developed a new appreciation for the parents' commitment to their children's education.

Kristina also shares the experience of a 2nd-grade student who was missing school frequently. Kristina soon discovered that she was helping her mom (a single mom) babysit her younger siblings since they didn't have regular childcare. The staff met with the mom and helped her find resources to provide affordable childcare support.

Finally, Kristina remembers her high school students who attended school from 7:30 a.m. to 3:00 p.m.., and then worked from 4:00 p.m. until midnight. All of their money supported their relatives here and in their home country, so they never had extra money (or time) for special activities. Homework was a struggle, but in Kristina's eyes, her colleagues' attitudes were the most difficult challenges to overcome. Once teachers discovered why the students were coming to class so tired and how hard they were working, however, they worked to modify assignments and help the students.

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Encouraging and Sustaining ELL Parent Engagement

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The following strategies offer tips for thinking creatively about how to engage families around topics or activities that are important to them and their children. Supporting immigrant families For related ideas, see the following: A.

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Creating a welcoming environment for ELL families

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"It is easy for English learners to become marginalized or for their needs not to be taken into account," said SFIHS principal Julie Kessler. "We have the luxury of having designed our entire program around the needs of this group that is often forgotten about or underserved in schools where multiple priorities exist."

Teachers tailor instruction to many different academic levels, but they also need to reach students who speak many different languages. In any given year at SFIHS, students speak between 17-24 different languages, which teachers see as an asset to their teaching. Almost all work is done in groups that are carefully crafted by teachers.

"Where they sit in the classroom is super important," said Heather Heistand, an English teacher at SFIHS. "My goal with heterogeneous groups is to make sure that there is at least one speaker of a different language in each group."

She also tries to make sure every group has a leader, someone whose academic and language skills are strong enough to direct the group through the task. And she will often pair a lower-level English speaker with a higher-level English speaker who speaks the same native language. All the instruction and materials are in English, but teachers expect students to use their first languages to help one another make meaning, one of the many strategies they use to keep the level of thinking high.
WARMUP, ASSIGNING ROLES
One Wednesday morning in Heistand's senior English class, students started the class period by writing about why they agreed or disagreed with various statements like, "People should trust their leaders to make decisions for them." Heistand says she always gives students a chance to prewrite before sharing their answers verbally, so that those who are less comfortable with English have something to share.

After the writing exercise, students moved physically to different parts of the room based on their responses and shared their opinions with a partner. Heistand then called on representatives of each group to share out to the class. The warmup activity got students speaking in English with one another about topics relevant to their lives, another key element of the model.

Heistand then assigned students to groups she had carefully crafted to discuss passages from George Orwell's novel, "Animal Farm." They read the passage out loud, discussed what it meant, and used textual evidence to support claims they made in response to prompts.

Since participation is fundamental to language practice, teachers often assign roles for group work so that everyone is integral to success. For the "Animal Farm" activity there was a "reader," an "editor," a "discussion leader" and a "question asker." The reader is responsible for reading the text out loud; the editor helps make sure everyone knows what to write down; the discussion leader keeps the conversation moving and ensures everyone shares; and the question asker is the only one who can ask Heistand for help or clarification.

In one instance, a boy quickly grabbed the "reader" role at his table, but his tablemate told him in Spanish to let someone else try because he had read last time. The tablemate then turned to her group and repeated what she said in English, adding, "We need to practice reading, too."

Heistand wasn't surprised by this behavior. "They're actually used to holding each other accountable for the norms that we have in group discussions," she said. These are seniors, so they've had three years of experience with group work, sharing roles and making sure everyone has the chance to contribute. And, the school has a uniquely supportive culture in part because everyone is learning English and supporting one another through that difficult process.

"Every single kid in that room is a language learner," Kessler said. "And so if somebody is making a mistake with pronunciation or struggling with the word, everybody has been there." Educators here try to foster students' pride in their bilingualism and community around a shared experience of struggle. It's a safe space where students don't have to be shy about their accents. There's also very little direct instruction, in part because it wouldn't be accessible to many of the students.
LEARNING TOGETHER
The emphasis on collaborative group work and conversation with peers from different backgrounds can be hard for students at first. "I am from a place where I only have the same people and same religion," said Amel, a senior originally from Yemen. "It was really hard for me to know different people. I couldn't even understand why they think this way, and why they wear these clothes, and why they talk this language." She also said that at first it was confusing to try to focus on English while being surrounded by other languages like Spanish and Chinese in class and in the halls.

Amel said she worried about accidentally offending her classmates because she didn't know enough about other cultures to know when she was offending someone. She learned quickly to ask questions instead of making assumptions. Now she likes learning about her classmates' cultures and perspectives -- it's part of what keeps class interesting. And she thinks it will be an asset when she goes to college and meets people from diverse backgrounds.

The social process Amel described is actually a big part of the educational strategy at SFIHS. Educators are taking advantage of teens' desire to flirt and socialize to help them learn the language. "They are social creatures. They want to talk; they want to learn; they're curious," Kessler said. "If we create the most heterogeneous mix of kids that we possibly can and put them in situations where they are asked to speak English together, they learn English very quickly."

Many students came from educational systems that did not value collaboration -- all school work was done individually and group work was considered cheating. "At first it's very hard to collaborate with different kinds of people," said another student, Alan, who is from China. "But after you get used to it you will feel amazing, like you are working with the whole international." Alan admits he was shy about collaborating at first, but when his teachers told him teamwork was part of his grade he got over his reticence. Now he said he can see the benefits of both group work and individual work.

"You will be able to learn things by yourself very quick, but in teamwork you need to make sure that your teammate isn't left out," he said. "So in speed you might be getting a little bit slower, but in quality, teamwork is really much more higher because when you communicate with other people then you will understand different ideas, and you will also learn a deeper level of a certain topic."

Both Amel and Alan are also taking a college-level class at Community College of San Francisco, part of a program most seniors do if they have enough credits. The idea is for students to get exposed to college-level work, but with a cohort of peers and the support of their high school teachers. In the college classes instructors speak more quickly and the reading load is more burdensome, but students seem to like getting a taste of what to expect from the college experience.

Kessler said the college program is part of the school's mission to not just graduate students and help them apply to college, but to ensure that they get in and finish. She encourages students to go to colleges with other students from SFIHS so they can help one another. And, the school supports formal programming to follow up with graduates who are in college and may need a little extra support. It takes between four and seven years to really learn a language well, so it's no surprise that even after high school students are still catching up to their peers who grew up speaking English.

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Why Group Work Could Be the Key to English Learner Success | KQED

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English learners are often portrayed as a struggling group, but at San Francisco International High School educators see the language diversity in their classrooms as an asset.

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Free books online in multiple languages

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The Oklahoma State Department of Education is the state education agency of the State of Oklahoma who determines the policies and directing the administration and supervision of the public school system of Oklahoma.

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For International Week, our school likes to have one school-wide craft that we use to line the walls. At the same time that it promotes and symbolizes unity, it also celebrates our diverse heritages and differences. Making multicultural paper dolls has been a tradition for our third graders (who do their own multicultural unit), and one year we decided to try it as an all-school activity.

The teachers have assigned this project of multicultural paper dolls in two ways. Either the students are all given a template/outline of a person, or they are allowed to come up with their own outline between 4-8″ tall. The international or multicultural paper dolls are then created and dressed based on traditional clothes worn in their families' native countries. This works well in our school because we have a very diverse population from around the world; other schools I have talked to either use cultures from the students' ancestry, or assign countries to the students to have more of the world represented.
Students were given some examples to view, and worked on the project at home, with their families. It was a wonderful collaboration, as parents could answer questions and provide materials for their kids. Some students used only paper, while others used cloth, felt, yard, buttons, lace, etc. We allowed the students a week to turn in the projects.

Here are a couple more pictures of the colorful Multicultural Paper Doll "parade" lining the hallways.

I can see the pride and hard work put into these beautiful paper dolls. I love the different textiles and media used by the kids to create the 3D images! Teacher talk to the kids about traditional clothes versus modern clothes, dress-up clothes for special celebrations vs what kids where to school, or outside to play. I have also talked to my kids about the differences in clothing used for religious celebrations versus family parties. Clothes reflect our identity, and in some ways express our personality, or show our belonging in a certain group. I smiled one time when a new student from Sierra Leone commented that all of the students in the US make jeans and t-shirts look like a uniform. Filling the hall with beautiful paper dolls that highlight cultures around the world celebrates our colorful differences and exposes kids to different styles and traditions.

This multicultural paper doll project is one of many projects we highlight in our book, The Global Education Toolkit. This smart, all-in-one resource from widely acclaimed authors Homa Tavangar and Becky Morales provides hundreds of easy, stand-alone activities, resources, and projects to help busy educators:

Seamlessly integrate global awareness themes into existing K-5 Common Core curriculum

Recruit parent and community volunteers and organizations

Use social media for student global collaboration projects

Plan international events, after-school clubs, and cross-curricular activities

Includes a 12-month timeline, backmapping tips, 50+ ready-to-start projects, and online links.

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For International Week, our school likes to have one school-wide craft that we use to line the walls. At the same time that it promotes and symbolizes unity, it also celebrates our diverse heritages and differences.

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Instructional Strategies for an ‘ELL Teacher's Toolbox’

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The Intersection of Music Education and Cultural Diversity

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An important first step in helping English language learners (ELLs) succeed is making them feel welcome in the classroom.

This will:

increase their confidence

make them feel more comfortable in the class

build a foundation for positive relationships with you and their peers.

Here's how you can get started!

The ELL student population includes students who were born in the U.S. and students who have immigrated from another country. For ELLs who have recently arrived in the U.S., they will face the challenge of learning a new language in addition to adjusting to an unfamiliar cultural setting and school system.

On a daily basis, ELLs are adjusting to new ways of saying and doing things. As their teacher, you are an important bridge to this unknown culture and school system.

In the same way that ELLs go through stages of English language learning, they may also pass through stages of cultural accommodation. These stages, however, may be less defined and more difficult to notice. Being aware of these stages may help you to better understand "unusual" actions and reactions that may just be part of adjusting to a new culture.

Euphoria: ELLs may experience an initial period of excitement about their new surroundings.

Culture shock: ELLs may then experience anger, hostility, frustration, homesickness, or resentment towards the new culture.

Acceptance: ELLs may gradually accept their different surroundings.

Assimilation/adaptation: ELLs may embrace and adapt to their surroundings and their "new" culture.

It is also common for students who are learning a new language to be 'silent' for a period of time, when they are listening to the language around them without speaking yet (much as a young child listens to language first before learning to talk). This is considered the first stage of language acquisition.

Patience and creating opportunities for small successes in speaking with you and peers can help build students' confidence. In addition, keep in mind that students' silence could also be a sign of respect for you as an authority - and not a sign of their inability or refusal to participate.

Students may also have experienced trauma or face different kinds of hardship in the U.S. You can better prepare yourself for this possibility by:

Learn more from the following:

This award-winning documentary highlights how the Dearborn, MI public school district is helping its immigrant students succeed. Learn more about this project and see related videos.

Getting to Know Students

Learn how to pronounce students' names correctly

Don't forget to smile and use positive body language!

A lot of communication happens through expressions, body language, and tone. Smiling and using positive body language can go a long way in making students feel welcome and comfortable, particularly if they are newcomers, as seen in the vignette shared by a teacher below.

Build relationships with students

Veteran teachers of ELLs always point to building relationships as the most important step in their work with ELLs. Not only does it increase engagement and support students' later academic success, it also provides invaluable information that can inform your instruction and family engagement.

In addition, it can help build bridges with students who may have particularly unique experiences, such as children in migrant farmwork families or Indigenous students.

See more ideas on how to build these relationships from the following:

Video: Showing students you care

Corpus Christi teacher Christine Price talks about the importance of showing students you care early on.

Identify students' strengths and interests

It's important to remember that ELLs bring lots of strengths, talents, and rich experiences to the classroom. Getting to know students' interests can help:

build rapport

engage students in learning

find connections with new friends.

Families are also an important source of information and are often happy to talk about the activities that their child enjoys. They may also appreciate the fact that their child's teacher is taking an interest in the child's strengths and talents. (This is especially true in special education settings.)

Teacher Omar Salem describes a student who not only sings and dances but manages her own YouTube channel and edits all of the video she posts of her performances.

Video: Using parent letters to get to know my students

Albuquerque teacher Clara Gonzales-Espinoza asks her parents to write her a letter at the beginning of each school year telling her about the child's personality, interests, strengths, and anything else they think she should know. In this interview, Clara speaks more about this strategy and its impact on her relationships with parents and students.

Ensure that students have information about activities and clubs

Make sure that students have information about extra-curricular activities, sports, and clubs related to their interests. You can also encourage them to start their own club within the school.

ELL educator Christine Rowland notes, "Many students find involvement in school clubs and teams to be extremely helpful, as they are often experts in these areas, and they can provide a space where they more easily feel they belong."

Welcoming Students' Language and Culture

Invite students' cultures into the classroom

Encourage ELLs and their families to share their culture with you and your class. Show-and-tell is a good opportunity for ELLs to bring in something representative of their culture, if they wish.

Invite students and families to:

share photographs, visuals, or meaningful artifacts such as flags or mementos

tell a popular story or folktale using words, pictures, gestures, and movements

share information about important holidays or celebrations.

Looking beyond the classroom

Imagine that you are walking into your school for the first time as a parent.

What do you see on the walls?

If your first language weren't English, would you see signs in your language?

Would you see flags, maps, or books representing your home country?

Would you see your child's work on display in the hallway?

If you think more could be done to make families feel welcome, consider:

sharing some ideas with colleagues or administrators and taking small steps that you can point to as successes

looking for opportunities to celebrate all families and their languages, customs, and cultures, whether in the classroom or at a school-wide event

keeping a lookout for a special part of their lives that other families might appreciate getting to know.

See more ideas in the following:

Video: What happened when the students realized the Yemeni flag wasn't on stage

ELD Specialist Diana Alqadhi tells the story of some students who realized that the Yemeni flag was not featured prominently enough on stage before a school show.

Invite students' languages into the classroom

Label classroom objects to allow ELLs to better understand their immediate surroundings. These labels will also assist you when explaining or giving directions, and it gives peers an additional opportunity to learn some words in their classmates' language.

Start with everyday items, such as "door/puerta," "book/libro," and "chair/silla."

You may wish to ask students who can write in their first language or family members to help you with this project.

You can also invite students to teach the class some words from their home language.

Learn more about the resources available in students' home languages

Students benefit from support in their home language - what Dr. Fred Genesee calls their " most valuable resource." You have may have access to learning material in students' languages, or you may be able to find resources that support those languages.

Language access for multilingual families

In addition, it's critical to understand what language access resources you have available through your school and district, particularly for communication with families. Keep in mind that all families have a legal right to information in their home language. Family liaisons, interpreters, ESL teachers, or administrators may have more information about what language access resources are available in your district.

Video: What Do School Districts Need to Know About Language Access?

This helpful overview about what language access means for school districts is a great introduction to the requirements, best practices, and funding streams related to language access in public education. This interview features Dr. Jennifer Love, the Supervisor of Language Access and Engagement in Prince George's County Public Schools, Maryland.

Video: Language Access for Multilingual Families

What does appropriate language access mean for multilingual families? This interview also features Dr. Jennifer Love.

Ensure your students see themselves reflected in the classroom

Ask yourself if students can see representations of their culture, race, gender, and other aspects of identity reflected in your:

classroom materials and library

lesson plans and activities

classroom visuals (both in-person and virtual).

In addition:

Success in the Classroom

Encourage your students

Some ELLs may not answer voluntarily in class or ask for your help even if they need it. ELLs may smile and nod, but this does not necessarily mean that they understand. Offer one-on-one support and encouragement as much as possible. For convenience, it may be helpful to seat ELLs near your desk.

Assign a buddy

Identify a classmate who will make a good buddy for new students - someone who is friendly, patient, and a good communicator to be a buddy. This student can make sure that the new student understands what he or she is supposed to do during class activities. It is helpful if the peer partner knows the ELL's first language, but not necessary. However, remember to never use another student as an interpreter in any situation.

Learn more about ways to increase peer interaction and collaboration in these related strategies.

Ask the class how they can help welcome new students

Ask students to brainstorm ways to help ELLs in particular. You may wish to make a list of ideas on how to welcome new students at the beginning of the year so that students have these strategies in mind if a student comes with little advance notice.

Be vigilant about health issues, dietary concerns, and allergies

Students may have specific health issues or dietary restrictions due to health, cultural, or religious reasons. Be sure that you learn all essential information you need to know about student health and diet from parents or guardians. For ELLs, be sure to confirm and clarify this information with the help of interpreters.

If you learn information about a student that would be helpful for other staff to know, particularly regarding health or food allergies, talk with administrators about how to keep the child safe. In addition, be sensitive to cultural or religious norms, such as fasting for religious reasons.

Keep an eye out for signs of culture shock

Moving to a new country and leaving a familiar life, relatives, friends, and language behind can be traumatic for children in the best of circumstances. Those challenges are compounded if children have experienced trauma, violence, or upheaval. Learn more about how culture shock can impact students in the classroom and affect student behavior so that you recognize signs if newcomers act out.

Encourage students to take ownership of the classroom culture

Ask students to answer the following questions through drawings or written responses.

How can I be a good classmate to others?

What are examples of unkind or disrespectful behavior in the classroom?

To support ELLs in their discussions of these questions:

Encourage students who speak the same language to discuss their ideas in groups.

Provide scaffolded materials such as graphic organizers, sentence stems, and sentence frames.

Use a picture book to talk about different kinds of behavior with students.

Create a shared set of classroom expectations together

Return to your earlier discussion of what a respectful classroom looks like.

Brainstorm ideas on possible class rules based on that discussion.

Streamline the list of class guidelines or rules.

Add any rules or guidelines that are missing.

In order to establish appropriate consequences for disrespectful behavior, you may wish to come up with ideas with the class or determine those consequences yourself.

Post the final list classroom rules in the classroom.

Translate the rules into ELLs' native languages so that they can keep the list handy and share it at home.

To see an example of this proces in action, take a look at ELL expert Carol Salva's process for developing a community contract each year.

Help your ELLs understand expectations for the classroom

ELLs may need some extra support in understanding expectations for classroom behavior. Helping them understand these expectations can avoid misunderstandings, discipline problems, and feelings of low self-esteem.

At the same time, it's important to remember that students bridging two cultures may need guidance which behaviors are appropriate in which setting (such as eye contact, physical proximity, etc.). If you have questions, talk with a cultural liaison in the school to learn more about appropriate responses and ideas for helping students navigate a new culture. You can also learn more about cultural norms of your students, particularly related to schooling, to help inform your approach.

Here are a few strategies that you can use in class:

Use visuals like pictures, symbols, and reward systems to communicate your expectations in a positive and direct manner.

Physically model language to ELLs in classroom routines and instructional activities. ELLs will need to see you or their peers model behavior when you want them to sit down, walk to the bulletin board, work with a partner, copy a word, etc.

Be consistent and fair with all students. Once ELLs clearly understand what is expected, hold them equally accountable for their behavior.

Post a daily schedule. Even if ELLs do not yet understand all of the words that you speak, it is possible for them to understand the structure of each day. Whether through chalkboard art or images on Velcro, you can post the daily schedule each morning. By writing down times and having pictures next to words like lunch, wash hands, math, and field trip, ELLs can have a general sense of the upcoming day.

Finally, remember ELLs can make unintentional "mistakes" as they are trying hard to adjust to a new cultural setting. They are constantly transferring what they know as acceptable behaviors from their own culture to the U.S. classroom and school. Be patient as ELLs learn English and adjust - and remember that you will learn a lot from this experience too!

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How to Create a Welcoming Classroom Environment for ELLs

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An important first step in helping English language learners (ELLs) succeed is making them feel welcome in the classroom. This will: increase their confidence make them feel more comfortable in the class build a foundation for positive relationships with you and their peers. Here's how you can get started!

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5 Activities to Explore Cultural Diversity

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Culture is more than artefacts, rituals, and traditions. It is derived from the understanding we acquire through living together as a community and our connections to others within it.

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Seesaw | Elementary Learning Experience Platform

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Elementary Learning Experience Platform | Seesaw

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Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.

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Mapp, a former deputy superintendent for family and community engagement in the Boston Public Schools, shared the following strategies for putting effective partnership into practice:
* Successful family engagement requires resources, infrastructure, and leadership.
Parent and community ties need to be an essential ingredient, not an add-on. "It's real when I see it on your budget sheets," Mapp explained in the webinar. Collaborate with your community to tap into outside resources as well.
* Educators need to be intentional about building relationships based on mutual respect and trust.
Schools have not valued all families, especially those in historically underserved communities that have experienced "generational disrespect." Listen to all parents and offer opportunities to them for leadership. Efforts should focus on students' learning and development. Effective family engagement is never weaponized.
* Educators must be trained and supported to work with families from all backgrounds.
"A lot of unlearning has to happen around family and community engagement," according to Mapp who said some educators have adopted "bad and ineffective strategies" shaped by systemic racism. Context matters and engagement initiatives need to be designed to work at the local level. Home visits may not be appropriate in some communities, for example.
* Begin reaching out to families when children are young.
Help families navigate the school system from the beginning and continue to engage with them up to college and career. Don't forget middle and high school parents who need help supporting their students as well, albeit in different ways than younger children.
* Communicate clearly and consistently.
Messages need to be accessible to everyone, including families who speak different languages.
* Don't forget equity.
Educators should be sensitive about the realities of busy family life, including parents' work demands and childcare concerns. Immigrant families can also face unique challenges.
* Show some love.
Student-centered schools focus on what is best for the children and the community, not just the educators. "This is love-work," explained Mapp. You must "love fully the families and the children and communities you serve."

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The Case for Strong Family and Community Engagement in Schools

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A roundup of the latest K-12 research reveals persuasive evidence