Diversities of Cultures and Languages
Most likely you will have children from family models and cultures that are not the same as your own. It is also possible that they will come from countries with languages that are unfamiliar to you. Even if, on the surface, your community seems homogeneous, there will be economic and education differences, plus family structures that are diverse.
Here are ideas to take with you into your own center or school that can help with new situations such as these (Cheatham & Santos, 2011; Kirmani, 2007; Prior & Gerard, 2007; Valverde, 2006). To begin, be alert to the needs of recent arrivals. Moving to a new place and culture can be extraordinarily lonely and challenging. Be sure that families from other countries, and even from different parts of your own country, understand the local education system. Be sure that newcomers understand what is meant by parent involvement. The term is defined differently in different cultures, even within the United States. Learn from the families what they see as most important in their children’s development and education. For example, some cultures focus on academics, while others are most concerned about moral development and care for others. Learn too about the different cultures’ views on discipline, physical affection, appropriate rewards for good work, and other interactions common to your classroom. Receive families’ differing ideas respectfully and share your own with equal respect. Prepare to make minor compromises if appropriate. It will be worth your while to learn as much as you can about the different cultures in your classroom. Consider learning more about your own too.
The following tips are related specifically to conferences and language learning:
· Welcome everyone who comes to a conference. Some cultures expect, or at least hope, that their extended families will be included.
· Make yourself aware of body language, silences, and other subtle communication clues. People from some cultures are quite happy to let teachers know when they disagree, while others believe they must remain silent out of respect. Be sure to ask parents what their own feelings are about an issue or situation.
· Have patience if parents aren’t ready to make decisions immediately. Some parents will need to confer with extended family before making decisions that impact their children.
· Arrange to have translators for English language learners. Conferences will go much more smoothly. If using another parent from the school, be sure that he or she understands the necessity of confidentiality.
· Demonstrate respect for the home languages of children and their families. Children who learn multiple languages are at long-term advantage, even if it means picking up English more slowly at first.
· As possible, translate school–home written communications into the languages of people who are just learning English. Within any center or school, there are usually parents who can do this.
· Practice until you can say children’s and parents’ names correctly. They must learn an entire new language; just learning a name correctly shows at least a minimum of respect. Try learning a few words as well, especially essential ones such as potty, nap, and water.
As illustrated in Figure 8.3, the percentage of children in the United States who speak a language other than English at home has doubled since 1979. Hence, the tips provided regarding speakers of languages other than English will most likely be valuable to you throughout your career with young children and their families.