Intercultural Communication Plan for a Multicultural Classroom

Introduction

The education field presents many unique challenges to educators and learners alike. Teachers must deal with student absenteeism, tardiness, classroom management, the creation of learning plans, and numerous other issues involved in building a safe, comfortable environment where learners can thrive (Nissman, 2000). Today's globalized society has enabled populations to become increasingly diverse. The modern teacher and learner must strive to overcome the challenges that diversity brings to the classroom. Teaching is a demanding profession in itself, but the inclusion of English Language Learners, physically and mentally disabled children, autistic learners, and students with behavioral issues can make those challenges feel overwhelming and can disrupt the learning process.

The demographics of the surrounding community are an important element that teachers must take time to explore in order to better understand their learners. Even communities that lack significant diversity require teachers to maintain a keen awareness of the cultural and learning needs of their students. Educators can look to the community for resources and services that are sensitive to culture, race, disabilities, and ethnicity. At some point, communities and schools must support one another in an effort to promote a multicultural learning experience for a diverse body of learners. A wide variety of multicultural techniques and strategies are available to help educators create a diverse, constructivist learning atmosphere.

The city of Cincinnati, Ohio has a stronger economy than many cities in the United States. While not a flourishing economy, Cincinnati performs well because major corporations such as Procter & Gamble, The Kroger Company, Macy's Incorporated, American Financial Group, Convergys, Chiquita Brands International, Great American Insurance Company, The E.W. Scripps Company, and many major financial institutions are headquartered there (Ohio Means Business, 2011). The strength of these large businesses has supported the community's small and medium-sized businesses, together forming a vital part of Cincinnati's community and economy (Ohio Means Business, 2011). The average household income in Cincinnati falls in the $25,000–$49,999 range. Despite signs of economic prosperity within a challenging global economy, Cincinnati is affected by high rates of theft, property crime, robbery, and violence associated with a lower-income inner-city population (United States Census, 2011).

The 2010 Census reported 296,943 people residing in Cincinnati (United States Census, 2011). The population is very diverse: 48% of residents were non-Hispanic white, 44.6% non-Hispanic Black or African American, 0.2% American Indian and Alaska Native, 1.8% Asian, 1.5% Hispanic, and 0.1% Native Hawaiian (United States Census, 2011).

Community Demographics and Cultural Predictions

For such a diverse population, Cincinnati's school districts have reported that students have made significant strides in alcohol, tobacco, and drug awareness. According to a student drug-use survey, Cincinnati's teenage learners had lower rates of alcohol, tobacco, and drug use compared to national averages (Drug Free Cincinnati, 2011). Teenage pregnancies and sexually transmitted diseases are also not a major concern relative to national averages (Drug Free Cincinnati, 2011).

The table below summarizes key demographic data for Cincinnati, Ohio, drawn from the 2010 U.S. Census.

Cincinnati, Ohio Demographic Table — U.S. Census, 2010

Gender: Male — 156,357 | Female — 174,928 (Females 53%, Males 47%)
Total Population: 296,943
Housing: 148,095 total units | Family households: 72,946 | Non-family households: 41,965

Race/Ethnicity:
White: 179,453 (48%) | Black/African American: 145,615 (44.6%) | American Indian/Alaskan Native: 2,553 (0.2%) | Asian: 6,066 (1.8%) | Hispanic: 4,320 (1.5%) | Native Hawaiian: 327 (0.1%)

Income:
Median Income: $29,493 | Average Household Income: $147,979 | Per Capita Income: $19,962

Employment: Employed — 150,574 | Unemployed — 11,892

Three Cases of Cultural Groups in the Classroom

Marital Status: Married — 261,662 | Single — 110,909

Language: English — 93.3% | Spanish — 2.2% | Other — 4.5%

Teenage Substance Use (Cincinnati vs. National Average):
Alcohol: 18% vs. 19.6% | Tobacco: 13% vs. 15.2% | Drug Use: 14% vs. 15%

Source: Data for illustration purposes only — U.S. Census Bureau

The demographic information above illustrates the diverse population of Cincinnati, Ohio. English is the primary language, but Spanish and other languages are spoken at higher rates than in previous decades. School-aged teenagers fall below national averages in alcohol, tobacco, and drug use. Diversity is firmly embedded in this population, and with proper multicultural educational practices, students in Cincinnati are well-positioned to meet and exceed the challenges of diversity in the classroom and within society.

The educator in this study works with a culturally diverse group of learners daily. The three groups are: (1) learners who speak primarily Spanish, (2) Asian learners, and (3) learners with physical disabilities. The corresponding challenges are: (1) the absence of a full-time Spanish-speaking professional to assist second language learners, (2) having limited Asian professional staff to support the cultural and learning needs of Asian students, and (3) an insufficient number of aides to work with physically disabled learners.

The first group consists of students who speak primarily Spanish. According to Judith Lessow-Hurley, students who are second language learners are often shy and reluctant to participate in classroom discourse (2003). This creates challenges for the teacher and for other learners; children readily notice when a peer is struggling with the basic elements of a daily lesson. Such situations can cause feelings of awkwardness and embarrassment for the second language learner (Lessow-Hurley, 2003). According to education professor Richard Kellough, the educator's responsibility is to provide a classroom environment in which all students feel comfortable and safe to learn (2005). The school has lobbied for and received a bilingual aide who can better assist second language learners and advise teachers on ways to enhance the learning experience for this group.

The second group consists of Asian learners. These students are typically fluent in English and display strong communication skills. However, many experience difficulty adjusting to American cultural norms, and some wish that classroom activities were structured more in keeping with their own social expectations. Social norms are the accepted behaviors within a society or group (Hechter, 2001). The curriculum is continually modified to incorporate the diverse population of learners in the school. At times, Asian learners have felt out of place, which has affected their academic achievement. The school has hired an Asian professional who can better relate to the cultural needs of these students; this step has helped the Asian children become more accepting of American culture. The professional's suggestion of an ethnic food day was a particular success, as all students had the opportunity to share elements of their cultural backgrounds with the class.

The third group consists of students with physical disabilities. Physically disabled learners encounter limitations in the use of their limbs or in gross motor ability (Kirk, Gallagher, & Coleman, 2008). One of the central challenges in working with physically disabled learners is that they require a significant amount of one-on-one attention (Kirk, Gallagher, & Coleman, 2008). The teacher faces a difficult position, as the entire class is his or her responsibility. Learning aides are assigned to physically disabled students, but a class may have multiple students with disabilities and only one aide to assist them. Disruptions can occur in the learning process when a physically disabled learner does not receive the required attention. The school is working to hire additional learning aides; in the meantime, teachers are doing their best to support both the learners and the aides. While this has been somewhat helpful, it is not a long-term solution for achieving mainstreamed academic success.