For a child who is a slow learner of English, for example, a home visit to a family could create a sense of confidence and connection that would ultimately create a better learning environment in the classroom. I found the story about the teacher who became "that teacher" in the minds of the student's family particularly heart-warming.
Working with individuals within the home environment is not always practical or possible. Similar strategies could, however, be implemented in the multi-lingual classroom. When teaching a new word or idea in the target language, for example, the teacher could elicit translations of the same concept in the students' native languages. This would create the impression of equality among not only one native language and English, but among all the languages and cultures represented in the classroom.
Involving the family life of an ELL student does not necessarily...
It could also involve homework assignments, in which requirements such as family interviews or providing specific information about family members. This has the purpose of involving the family of the student in the learning process, and in this process creating a platform for supported learning. Another effect of this is that the teacher can use these strategies to identify the type of culture the student is from and how family values and other norms are regarded in this culture. This information can then be used to further promote a sense of equality and enjoyment in the classroom.
In conclusion, neither acculturation nor assimilation is the answer to the challenges teachers of ELL students face. Instead, respect and honor towards each culture represented in the classroom would create a much greater sense of equality for foreign students.
