Paper Example on Language Patterns

Introduction

Language is a pattern of communication, which is used formally and informally; to pass on information among various parties. Culture affects the language patterns that are used by various parties within a society. Therefore, there is the need to consider the diversity that exists within the society; which facilitates the strengthening and weakening of some languages. Some languages have more extensive usage in education; while others have a reserved use. The reason for the dominance of some languages and the inferiority by others must be established. There are various literacy, second language theories and culturally relevant pedagogy that explain the reason for the dominance of some languages. Effective communication from instructors to students strengthens some forms of literature; which is expressed in a significant way over time.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Order now

Thus, there is the continuous use of some types of language, and literature which holds them at an advantage over others. There must be developed a particular form of communication to the students whose languages have not been fully appreciated and exploited in the education system. The languages and literature may have desirable attributes, which may not have been explored. The issues that explain the difference in the adoption of literature and languages is essential; because it will guide policy formulation and adoption into the education system. Three are various educators who have reviewed the issue of culturally relevant literature; which is worth highlighting.

Various Barriers

There are various barriers to the implementation of culturally relevant pedagogy in the classroom; which can be seen from the evaluation from teacher experience. Various teachers are committed to ensuring there is an adequate highlight of culturally relevant pedagogy within the classroom. However, numerous issues act as setbacks to the implementation of ideologies associated with culturally relevant pedagogy in schools. Thus, in the long run, the students do not benefit from the benefits associated with the literature in the curriculum. There are limits exploration of the benefits associated with the literature, therefore limiting the effectiveness of the benefits of diversity the students would have benefited from. In the dual-language classrooms in the United States, culturally relevant pedagogy receives limited attention; which is because of the setbacks that have been highlighted by the teachers through research. First, there is an acute shortage of culturally relevant materials in schools (Freire & Valdez, 2017).

The system has been designed to require specific materials that conform to the class course outlines or the syllabus. Therefore, if there is no requirement for the teachers to have culturally relevant materials, the schools will not supply them. The teachers, therefore, have a limited supply of the materials in school. They cannot have access to the relevant information in the long run; which limits their ability to incorporate the culturally relevant pedagogy within their content delivery. Closely associated with the shortage of materials is the lack of knowledge in culturally relevant pedagogy. The educators cited a lack of knowledge as one of the reasons for the lack of culturally relevant pedagogy in the schools. There is also a belief that the culturally relevant pedagogy is irrelevant to some of the students because of their young age. In the long run, there is limited adoption of the relevant aspects of culturally relevant pedagogy in the education system. The various revelations, therefore, act as barriers to the implementation and adoption of culturally relevant pedagogy in class.

Culturally Relevant Pedagogy

Culturally relevant pedagogy is best advanced by teachers who embrace diversity in their teaching. They have a positive attitude towards the knowledge that is advanced by the culturally relevant pedagogy within the education system. Various teachers have expressed their views regarding the adoption of culturally relevant pedagogy; which has been shown in research studies. There are numerous success factors, as well as challenges the teachers face as they implement the various aspects of cultural pedagogy in diverse classrooms in an urban setting. Passion for cultural pedagogy is the primary determinant of the adoption of cultural pedagogy in an urban setting. The teachers intimate that although there may be a supportive environment to enhance the adoption of culturally relevant pedagogy, the attitude of a teacher plays an essential role in the adoption of the literature. Moreover, the attitude by the teacher determines the form of content delivery; which will satisfy the needs of the students in the best way possible.

The motivation of the teachers is determined by the perceived rewards they get from adopting the culturally relevant pedagogy. For example, when the reward system incorporates a review of their achievement associated with the culturally relevant pedagogy, there will be adequate motivation. However, in the absence of any appreciation, the teachers are more likely to abandon the teaching of culturally relevant pedagogy in the classroom. Collaboration among, and with the community and critical pedagogues is the other essential factor that contributes towards the success of the implementation of culturally relevant pedagogy among the teachers associated with diversity (Borrero, Flores & de la Cruz, 2016). When there is limited cooperation, there are challenges in the development of policy associated with teaching culturally relevant pedagogy in the schools. Therefore, it is evident that there are various critical motivating and demotivating factors that enhance success in the adoption of culturally relevant pedagogy.

Effective connection and communication with students are essential for achieving the adoption of culturally relevant pedagogy in most learning institutions. When a great connection is established with students, it will be a great outcome; which will lead to embracing of the diversity associated with the various languages. Responsive teaching is one of the ways through which educators can enhance the adoption of culturally relevant pedagogy. Responsive teaching is whereby the educators engage in active communication with the students; whereby there is a constant connection established; which leads to the instructor understanding the needs of the students (Reece & Nodine, 2014). Furthermore, the interactive learning experience enables the educator to know the priorities of the students as associated with culturally relevant pedagogy. When the educators understand the needs and interests of the students, they will be in a better place to implement ideologies meant to facilitate the adoption of better learning of the culturally relevant pedagogy. The educators are, therefore encouraged to look for ways that will lead to better ways that will create unique connections with the students. The teachers need to incorporate best practices in teaching; which has been seen to enhance better adoption of any learning content by the students. Furthermore, when a teacher is culturally responsive; they are in a better position to set a ground for learning based on inquiry. When the students inquire about the deliverables in culturally relevant pedagogy, there is better learning. In the long run, inquiry-based teaching leads to better deliverables in the teaching of culturally relevant pedagogy.

Conclusion

Culturally relevant pedagogy is essential in any learning environment because of the benefits of diversity associated with it. Thus, there should be the adoption of principles and practices that will enhance a great learning experience from educators. For example, there is a revelation that responsive teaching has excellent help on students as they learn about various cultures associated with a language in class. Moreover, there is the role of collaboration among various stakeholders in education. When there is good collaboration, the teachers are in a better position to get the support they need; which will enhance a more excellent learning experience in the long run. However, there are numerous challenges that stakeholders face as they implement the deliverables associated with learning experiences. The challenges include lack of relevant materials, lack of motivation by management and inadequate knowledge about the deliverables. However, with stakeholder commitment, there can be better adoption of the deliverables of culturally relevant pedagogy in the classroom.

References

Borrero, N. E., Flores, E., & de la Cruz, G. (2016). Developing and enacting culturally relevant pedagogy: Voices of new teachers of color. Equity & Excellence in Education, 49(1), 27-40. https://www.tandfonline.com/doi/abs/10.1080/10665684.2015.1119914

Freire, J. A., & Valdez, V. E. (2017). Dual language teachers’ stated barriers to implementation of culturally relevant pedagogy. Bilingual Research Journal, 40(1), 55-69. https://www.tandfonline.com/doi/abs/10.1080/15235882.2016.1272504

Reece, L., & Nodine, P. (2014). When immigrant is synonymous with terrorist: Culturally responsive teaching with English learners. The Social Studies, 105(6), 259-265. https://www.tandfonline.com/doi/abs/10.1080/00377996.2014.930400.