Introduction
In the 21st century, classrooms are becoming more
diverse (Forghani-Arani, Cerna, & Bannon, 2019), with students
from various cultural and ethnic backgrounds. Teachers must acknowledge and
respect this diversity and use it to create an inclusive and supportive
learning environment. One of the ways to achieve this is by integrating
students' backgrounds into lessons. This paper will discuss how teachers can
integrate students' backgrounds into their lessons effectively, as well as
explore the benefits of incorporating students’ backgrounds into their lessons.
Effective ways to incorporate students'
backgrounds into lessons
There are several effective ways that teachers
can integrate students' backgrounds into lessons. Firstly, they can use
culturally responsive teaching strategies that incorporate students' cultural
and ethnic backgrounds into the curriculum (Tanase, 2020). This could involve
using culturally relevant texts, stories, and examples that resonate with
students' experiences and identities (Ladson-Billings, 1995).
Moreover, teachers can create opportunities for
students to share their cultural experiences and perspectives in class. This
could involve assigning projects or presentations that allow students to
showcase their cultural heritage and share their experiences with their
classmates (Gorski, 2016). For example, when teaching a topic like Tourism,
students could be made to make presentations on the tourist sites in their area
and share with their colleagues, how those sceneries contribute to the
socioeconomic development in their area. There should not be a case where all
students are forced to talk about particular tourist sites, perhaps, which they
may not be conversant about. All students must be allowed to express themselves
from their frame of reference. This promotes learning, which is the goal of
education.
Finally, teachers can also incorporate
multicultural perspectives into the classroom by using diverse instructional
materials, such as books, videos, and music, that expose students to different
cultures and ways of life (Banks, 2001). Research shows that when diverse
learning materials are used to explain concepts in the classroom, students are
more likely to understand the concept better (Ragoonaden, Sivia, & Baxan,
2015). This means that if concepts are explained from different perspectives,
where different worldviews are debated in the classroom and a consensus is
built to promote learning, students would have a better understanding of
curriculum issues, helping them to create their own meaning.
Benefits of integrating students' backgrounds
into lessons
Integrating students' backgrounds into lessons has several
benefits.
- Creates
a sense of belongingness: It helps to foster a sense of belonging and inclusion
for students. When teachers incorporate aspects of students' cultural and
ethnic backgrounds into lessons, it validates their identities and
promotes a positive self-image. This, in turn, enhances students'
motivation and engagement, leading to improved academic outcomes (Gibson,
2020). It could be concluded that students feel loved if they feel that
their identities are represented in the teacher’s instruction. This is a
good way of creating a safe environment for all students. They respect one
another’s views, a good recipe for class management.
- It
creates cultural awareness among students: It helps to promote cultural
awareness and appreciation among students. When teachers incorporate
different cultures into lessons (cultural knowledge and practices that
represent students’ backgrounds in the classroom), students learn to
appreciate and respect diverse perspectives and ways of life. This is
crucial in today's globalized world, where cultural competence is a vital
skill for success (Henderson & Mapp, 2002).
- It
bridges the achievement gap: If teachers integrate students' backgrounds into
lessons it helps to bridge the achievement gap. It is an undeniable fact
that schools are located in environments, which have characteristics
peculiar to students’ experiences and therefore, cannot be distanced from
classroom practices. Students would feel emotionally attached to the
teacher’s instruction if lessons are built on what the learners already
know (the experiences they have while exploring their environments).
“Adolescents who feel that they are part of a school community are more
likely to perform better academically and be more motivated in school”
(Battistich et al., 1997; Goodenow, 1993). Therefore, by integrating
students' backgrounds into lessons, teachers can create an inclusive
learning environment that supports all students, regardless of their
background (Gay, 2002).
In conclusion, incorporating students'
backgrounds into lessons is essential for creating an inclusive and supportive
learning environment. Teachers must acknowledge and respect the diversity of
their students and use it to enhance their learning experiences. By
incorporating culturally responsive teaching strategies, creating opportunities
for students to share their cultural experiences, and using diverse
instructional materials, teachers can promote cultural awareness and
appreciation, bridge the achievement gap, and create a positive and inclusive
classroom environment.
References
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By:
Bright Damankah
