Culture in the Classroom

Unfortunately, cultural misunderstandings are not uncommon in classrooms with LEP students. Of course, we cannot list every possible situation, but here is a brief overview:

• Some students are not accustomed to looking directly at an authority figure or an older person. They may feel more comfortable looking down or away. This is a sign of respect in some cultures.

• Many students who are limited in English refrain from asking for help and will not answer voluntarily. They may smile or nod, seeming to indicate that they understand what is being said, when in reality they do not.

• Some students may be apprehensive about speaking out in a group, either because the teacher—who is seen as a respected “elder”—is present, or because they may not have a specifically meaningful thing to say. Silence may—in some students’ cultures—be a sign of respect rather than a sign of an inability or a refusal to participate. Many students have experienced teacher-centered classrooms in their native countries and are not comfortable with being asked to take an active role.

• Due to cultural background, some students may not be accustomed to physical education activities and may resist participating at first.

• Cultures perceive personal space differently. Comfortably close in one culture may be perceived as an invasion of space or an aggressive posture in another. Allow time and provide opportunities for adjustment to these differences—for both LEP students and other students in your classroom.

• Many LEP students prefer to work cooperatively on assigned tasks. Others may prefer to work individually. What may look like cheating to a teacher is actually a culturally acquired learning style—an attempt to “mimic,” see, or “model” what has to be done. This is an attempt to participate in the learning process, not do the wrong thing.

• Cultural groups have differing attitudes toward the importance of time and being on time. Students may arrive at school late on a consistent basis.

• Misunderstandings due to communication problems or cultural differences are quite common. Practice patience and understanding as these students adjust to new situations. Recognize that in the transitional second-language acquisition and acculturation period, unintentional “mistakes” will be made, especially as students first transfer what they know as acceptable behaviors from their own culture to the U.S. classroom or school.

Finally, we have talked about culture as a possible problem, but it is also a great benefit to your class.  A LEP student can give personal insight into a way of life different from our own.  Learning about those students’ home countries and cultures also supports the students by giving them a sense of worth and letting them contribute more to the class.   This is a great opportunity to learn about different languages, music and dance styles, traditions, family life, and much more. Please contact us if you are not sure how to tap this huge knowledge base, or how to do it in a positive manner.

Welcome to Shenendehowa ESL!

New York State LEP Identification Process

The New York State ESL Learning Standards

The Four Stages of Second Language Acquisition

What Affects English Language Learning?/The Silent Period

Helping LEP Students Adjust to the Classroom

Recommended Classroom Strategies for Teachers Working with ELLs

Challenges in Content Area Learning for ELLS: Reading

Challenges in Content Area Learning for ELLS: Mathematics

Challenges in Content Area Learning for ELLS: Science

Challenges in Content Area Learning for ELLS: Social Studies

Testing Accommodations

Ten Ways Parents Can Promote Language Learning at Home

The Dos & Don’ts of Working with an Interpreter

Common Questions and Answers concerning ESL

ESL acronyms

Helpful Websites and Shenendehowa ESL teacher contact info