Teaching Methodology for Culturally and Linguistically Diverse Students

Interview With Teacher of Culturally and Linguistically Diverse Students The United States educational environment consists of students from different cultural and linguistic background, and a classroom may consist of students who are native English speakers and students whose origins are from Latin America, Asia, Africa, Middle East and Europe. Thus, many teachers often face challenges in adopting an effective and appropriate methodology to teach students from diverse cultural and linguistic backgrounds.

This study carries out an open-interview with a teacher of culturally and linguistically diverse students to enhance a greater understanding of his teaching methodology. The researcher uses the open-interview method to allow the teacher to express all views about the strategy used in managing culturally and linguistically diverse students. The questions used to collect the information are presented in Appendix 1.

Outcome of the Interview with a Teacher of Culturally and Linguistically Diverse Students The teacher reveals that his philosophy to teaching is to respect all leaners as individuals no matter their cultural identities. He also points out that a teacher must recognize a uniqueness of all languages, cultures, and linguistic diversity.

When teachers enter a classroom for the first time, they should understand they are going to teach students from different cultural and linguistic backgrounds, thus, teachers must adopt a philosophy by respecting all cultures, and values, which will assist in respecting all students no matter their cultural backgrounds. During class interactions, teachers must keep in mind that they are teaching students from different ethnicities, thus, they must prepare to identify strengths, weakness, limitations as well as special needs of each student.

For example, an average classroom should consist of students who are native English speakers, and students whose English is a second language. Thus, teachers must adopt a teaching methodology of helping all students no matter their strengths or weakness in English proficiency. The best methodology to teach students from diverse and linguistic backgrounds is to carry a simple research of all students before start teaching a class. For example, teachers must list names of all students in a class, their ages and cultural origins.

The strategy will assist teachers to know the names of all students by heart and their special needs. The method will also assist teachers to teach effectively assist all students no matter their cultural backgrounds. (Richard-Amato, 5). More importantly, it is critical for teachers to respect all learners based on their cultural identities. Teachers must incorporate their experience and knowledge into the classroom practice. The motivation of this practice is the enjoyment that will be derived from teaching cultural diverse students because effective teaching methodology incorporates academic knowledge into students.

The satisfactions of impacting knowledge on students will motivate teachers to address the educational needs of students. Essentially, teachers are required to engage all students in a classroom discussion. The benefit of this approach is to assist all students overcoming their communication barriers. Although, some students may face challenges in expressing their views in the classroom, however, by allowing all students to participate orally in the classroom activities, students will be able to overcome their cultural and linguistic barriers.

A consistence in teaching methodology is the best teaching strategy using the blended or hybrid teaching methodology since the style is a curriculum approach and is an integrated methodology to teach, which is aligned to students' needs. One of the benefits of using the hybrid style is that it assists teachers to tailor their personality to student's needs. A consistence in teaching is ideal methodology in a teaching environment because students respect teacher who are consistence.

Although, teachers are different, and a teaching style adopted by one teacher may be different from a teaching style adopted by another teacher, nevertheless, a consistence in teaching methodology is an effective approach to impact knowledge. Typically, teachers must engage students in critical thinking styles to meet the needs of all students and assist them to develop critical thinking skills. Moreover, a teacher needs to be familiar with SIOP model. The SIOP model refers to the "Sheltered Instruction Observation Protocol" (SIOP, 1).

"The SIOP Model has been used widely in classrooms that have a mix of English learners and English-speaking students." (Echevarria, Vogt, and Short, 13). The Model is validated and research-based instructional model proven effective to address the academic needs of all English learners across the United States. "All English learners in schools are not alike. They enter U.S. schools with a wide range of language proficiencies (in English and in their native languages) and much divergence in their subject matter knowledge." (Echevarria, Vogt, and Short, 4).

Incorporating the SIOP in a lesson plan by using some exemplary SIOP lessons is very critical for both native English speakers and ESL students. Evaluation of the Teacher's philosophy of learning and teaching Methodology I agree with his teaching and learning methodology because it will assist all students to see themselves as equal. The teaching methodology will also assist all students to overcome their learning weakness thereby make them to achieve their academic goals.

The style in his teaching that I can incorporate in my professional practice is by carrying out a research of all students before start teaching. The strategy will assist me to understand the strengths and weakness of all students thereby assist them to overcome their weakness and improve their learning strengths. My Approach to teach Culturally and Linguistically Diverse Students My understanding of approach to teach culturally and linguistically diverse students has.