DEVELOPING A cULTURALLY sENSITIVE Learning Environment
The learning environment of the classroom can have a great impact on the students’ abilities to learn effectively in a particular context. Students coming from vastly different backgrounds and learning experiences may respond differently to seemingly subtle aspects of the learning context. In developing a culturally sensitive learning environment, it is important to consider various aspects of the classroom context and to explore ways to make the most comfortable learning experience possible. Often, simple adaptations can be made within the learning environment to maximize learning potential and learner comfort. The chart below includes 5 different parts of the learning environment/context. Cultural notes are also included in the chart to help you consider some of the cultural differences in learning environments that may affect your learners.
Look at the chart below. For each question on the left column, think about the learning environment in which you teach/tutor, and in the middle column, note what is WELCOMING to the learner and what might INHIBIT or HOLD BACK the learner. Next, look at your responses from the middle column, and list any ACTION STEPS or ADJUSTMENTS you can make in order to create the most culturally sensitive learning environment possible.
1. THE PHYSICAL CONTEXT
This includes all the physical aspects of the classroom or place in which you teach.
Questions to Consider / What is Welcoming and/orInhibiting in your classroom? / Action Steps/Adjustments
How is the room set-up? How does the set-up encourage or discourage interaction?
Suggestion: Set-up room to maximize comfort and learning (desks, chairs, lighting,
temperature) / o ______
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How is the temperature in the room? Is it comfortable? / o ______
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Is there anything in the physical space that creates a barrier to learning? (ex. objects blocking the view for some students, chalkboard/screen too small or hard to see) / o ______
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Is it easy to get in and out of the classroom? / o ______
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Is the lighting adequate? Is there anything you need to adjust regarding lighting to assist with learning?
Suggestion: Bring in a lamp to put in the classroom. / o ______
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Are there any maps in the room? Might the maps affect your learners
positively or negatively? How so?
Suggestion: Check for maps and other cultural symbols that could be potentially offensive to some of your students. / o ______
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ý Cultural Note: Many immigrants are accustomed to more “formal” educational settings and eating or drinking in the classroom is considered highly inappropriate.
Is food/beverage allowed in the classroom? Are the guidelines regarding food and beverage in the classroom a new experience for your learners? How can you address this with your learners to make sure everyone is comfortable? Suggestions:
Consider such circumstances as religious fasting periods or holidays and how they might inform your classroom guidelines regarding food and beverage.
Clarify guidelines regarding food and beverage in the classroom. Incorporate the written policy into a class discussion and provide the written policy to all learners. / o ______
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Do all the learners have the needed supplies? (paper, pens, books, etc.).
Suggestion: Make sure all students can see and access the learning materials. / o ______
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2. THE HISTORICAL CONTEXT
This includes the various historical factors that might influence learners, including their past educational experiences and how cultural groups feel about each other.
Questions to Consider / What is Welcoming and/orInhibiting in your classroom? / Action Steps/Adjustments
þ Cultural Note: Some immigrant groups were at war with each other or experienced oppression from one another and now they find themselves in the same U.S. American classroom. Be aware that there may be different personal and cultural preferences about discussing these historical experiences.
Are there any experiences from your learners’ histories that might affect how they interact with each other in the classroom?
Suggestion: Take time to learn about the historical backgrounds of your students and take notes on any useful information regarding their histories. / o ______
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What are the educational backgrounds of your learners? What experiences have they had with educational systems? What might be similar or different for them in this educational context? / o ______
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What are your learners’ circumstances for studying English in this context and at this time? Do you understand your learners’ reasons for being in Minnesota? Are your learners here voluntarily?
Suggestion: At the beginning of the term, have students fill out a simple survey about their backgrounds. / o ______
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Do you understand your individual students’ circumstances for being in your
classroom?
Suggestion: At the beginning of the term, have students fill out a survey about their backgrounds. / o ______
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3. THE RELATIONAL & ROLE CONTEXT
This includes the ways your students perceive the classroom relationships and the responsibilities that go along with those roles… between teacher and student, male and female students, older and younger students, and volunteers in the classroom
Questions to Consider / What is Welcoming and/orInhibiting in your classroom? / Action Steps/Adjustments
Do your learners come from cultures where there are specific guidelines concerning males and females in the classroom? How might this affect seating arrangements in the classroom? / o ______
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þ Cultural Note: Your attempts to become “buddies” with your students might make them feel that you are acting too informal with them and may inhibit their learning process—certainly not your intended outcome!
How do you think your students perceive you as the instructor/tutor? How do you think they perceive the teacher/student roles? Think about your own style as an instructor within the learning context… How formal or informal are you with your students and how might that affect them? / o ______
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Consider your style of dress, especially when working with learners from more traditional cultures. / o ______
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Give careful thought to seating arrangements… Do your learners come from cultures where there are specific guidelines concerning males and females in the classroom? / o ______
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4. THE LINGUISTIC CONTEXT:
This includes expectations and experiences regarding language usage in the classroom.
Questions to Consider / What is Welcoming and/orInhibiting in your classroom? / Action Steps/Adjustments
Consider “rules” about language usage in the classroom; make sure all students understand the rules and why you have such rules.
Suggestions: If, for example, you adopt an “English-only” policy during class time, consider including options in the rules for learners to speak other languages with one another during breaks.
Consider allotting a little time in class for learners to share some words or phrases in their other languages. / o ______
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Do a slang and idiomatic term inventory. Work to raise your awareness of when and how you use slang terms or idiomatic expressions and find ways to make these observations into teachable moments. Suggestions: Discuss slang words when they arise in class activities. Have students keep track of slang words they hear and then discuss in class.
Try to avoid overusing slang terms and idioms with beginning English language learners. / o ______
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5. ADDITIONAL CONSIDERATIONS:
Suggestion: Inquire about how class material can be further reinforced outside of the classroom. / o ______
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Consider cultural differences around time. If you experience frustrations around differing conceptions of time from your learners, try to use the experience as a teaching moment—explain the U.S.A. tendency toward adhering strictly to clocks and schedules and facilitate a discussion on the benefits and drawbacks of this form of orientation to time. / o ______
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Take note of your own nonverbal behaviors in relation to your students, particularly:
· Greeting behaviors (handshakes, “hellos,” hugs, form of eye contact, etc.),
· Encouraging behaviors (pats on the back, direct eye contact, kneeling by a learner’s desk, verbal encouragers, hands on shoulders, etc.),
· Disciplining behaviors (verbal recognition of rule infraction, walking close to learners, touching their papers, etc.), and
· Leave-taking behaviors (handshakes, turning away, shoulder taps, verbalized leave-taking, etc.).
Feel free to ask students what they are accustomed to in terms of nonverbal behaviors from their own culture(s). Offer explanations for nonverbals when confusion arises. / o ______
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Consider cultural and classroom norms regarding cell phone use in the classroom. In some countries, cell phone usage is acceptable in classroom and meeting contexts.
Suggestion: Clarify your expectations around cell phone usage and provide explanations for the classroom rules regarding this policy. / o ______
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Acknowledge the anxiety that goes along with new language learning and the immigrant/refugee experience. Challenge yourself to find creative ways to make learning English fun and energizing for your learners. / o ______
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After reviewing the information above, list any remaining constraints that were not addressed above and that you observe in the LEARNING CONTEXT (examples: organizational, institutional, external constraints). How might you address these constraints in the future?
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Remember, your objective is to assist your learners with their English language skills! Culture and language are mutually influential upon one another—culture is both shaped and reflected by the language(s) its members speak. You do your learners a service by explaining to them how and why we do things the way we do in U.S. culture. You can show your interest in their culture(s) by asking how things are similar and different to what they are experiencing here.
Reflection on the Assessment
After completing this assessment, how has this activity helped you to develop a more culturally sensitive learning environment?
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We value your feedback and comments from you or your students.
Please take a few moments to share your experiences with using this assessment tool and provide feedback about it to us. Examples: How has this tool affected the way you consciously create the learning environment? What changes have you made as a result of using this assessment? What reactions have you had from students in connection with this assessment and changes you have made? Send comments to the following e-mail address:
Revised on 9-29-06
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Literacy Minnesota Volunteer Issues Committee – Developing a Culturally Sensitive Learning Environment
Prepared by Mala Ugargol & Basma Ibrahim DeVries, Ph.D.