Culture and Communication in Culturally Diverse Educational Contexts

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Lesson Reflections
Lecture 2 (Culture)
It is impossible to expect people from different cultures to behave in predictable ways. Culture's primary notion is that people in the group have a common structural underly and a similar pattern of doing things such as greeting strangers or spending one's time.
Each culture provides individuals with a limited choice of behavior patterns different from the infinite human experiences present. Therefore, it isn't easy to communicate with people from different cultures in work and education. As such, understanding culture is essential in education to help in dealing with instances of ethnocentricity.
The concept of culture can be used to represent the identity of the classroom. Culture is learned, transmissible and dynamic; therefore, there is a chance students are open to making different ideas equitable. The dynamism of culture is essential in this as culture can be learned through diffusion and borrowing. Consequently, over time, the classroom becomes more accepting of different cultures and ideas.
Culture needs to be taught throughout the year in the classroom. Year after year, classrooms are becoming more diverse, and therefore, topics on cultural diversity are increasingly essential to maintain cohesion between all the cultures involved. The point is to identify the symbol, sounds, and non-verbal symbols core to different cultures. Therefore, it is easier to package it and transmit the ideas in a manner that all individuals understand. Application of this topic throughout the year helps the teachers and students identify and use their strengths to contribute to a diverse operating environment.
Communication in Culturally Diverse Educational Contexts
Increased diversity in nations has increased the questioning about language, culture, and its involvement in the schooling context. This is because some groups of students experience persistent and disproportionate failures in school. Canadian schools are becoming increasingly attentive to the different skills, languages, and communication styles students possess. Consequently, more effort is put into analyzing the influence of different cultural backgrounds on the learning process and selecting students' approach to school and its environment.
Children's language development is crucial to his or her ability to integrate themselves in a classroom fully. The development starts before the child comes to school and happens through conversations with the parents. Consequently, they learn a language by analyzing the regularities they hear in the speech of others. Therefore, the child should have a solid foundation of language development that allows them to deal with greater degrees of complexities in education.
Teachers and parents need to ensure children start school with the fundamental language development traits, narrative strategies, and prosodic conventions of communication. Consequently, the child's disclosure matches or is close to that of the teacher regardless of different cultural backgrounds. The standard literate style and expectations allow for a rhythmically synchronized collaboration between the teachers and students.
Sharing time strategies should be applied throughout the year to effectively bridge the gap in oral discourse and competencies between teachers and students. Consequently, the classroom develops a shared sense of the topic, enabling synchronization of questions and responses during the learning process.
Lecture 4
This lesson covers the features of communication. It analyzes communication aspects through societal and cultural perspectives that ground and constrain their means of use. The set of rules, cultural norms, and modes of communication limit the understanding and interpretation options. Consequently, individuals are predisposed to dichotomous thinking. They overfocus on notions such as coherence and incoherence.
It looks at the possibility of including more minority cultures into the communication styles of teachers. All students need to learn to communicate in ways that are valued and accepted in mainstream society. Educators are therefore faced with a social and educational phenomenon on how to communicate. As teachers, they must teach students the necessary skills to live and succeed in a multicultural society.
To obtain equitability in a classroom, the teachers need to teach mainstream ideas. The point is that it is impossible to teach 27 different learning styles in a classroom. However, there are forms of communication and teaching that the mainstream educators readily assume the students need and won't know unless they are taught in school. Therefore, it is easier to maintain a sense of equity by focusing on most communication forms that all students require in their development.
It is also the teacher's responsibility to try and accommodate other forms of communication in the learning process. The additional forms of communication can be included during the middle of the terms instead of the end term to avoid it from seeming irrelevant. Students, therefore, learn the mainstream forms of communication complemented with other forms of learning from different cultural backgrounds.
Lecture 5
The discussion of sex and gender has brought forth questions about which criterion individuals should use to identify themselves. Sex is the biological modification that an individual is born with. Gender, on the other hand, is a social construct, an explanation created and adopted by a specific society to explain sex.
As societies create meanings of gender, the respective members become gendered and embody the characteristics and prescriptions outlined in their identities. Teachers can use this perspective to try and understand the students in a classroom. For instance, features such as exceptional communication, values, and games can be derived from different cultures. Also, differences are seen in how different cultures approach gender by observing boys' and girls' behaviors.
Family communication and external interactions are the main factors that influence behavior between the genders. Daughters are close to their mothers as it facilitates their identities; the same is seen between fathers and sones. Recreational activities in early schooling are usually sex-segregated in that boys and girls tend to favor different kinds of games. However, this scenario is not absolute as mothers and sons can be close, so are fathers and daughters. Therefore, to create equitability in the learning processes, teachers need to allow for such possibilities.
Gender provides different rules of interaction; therefore, students need to be aware and comfortable in their identities. Apart from family interactions, schools shape the majority of children's persona land sexual identities. Consequently, schools need to educate students on sex and genders throughout their learning development.
Lecture 6
Classrooms are an exciting space to foster communication because of the ambiguity in identities between the teacher and students. Therefore, it is more likely to miscommunicate are wrongfully interpret contact with individuals from different backgrounds. Teachers need to do more than care to create a position of opportunity in classrooms. This can be done by minding how the power plays out in influencing teachers' attention and practice among the students.
For education to be effective, teachers need to offer equitable distribution of opportunities to the students. This largely depends on the means of communications teachers approach teaching. Communication in classrooms can occur through speech, written word, gestures, and other non-verbal languages. Consequently, ideas, information, and expectations are administered to the students. Education benefits significantly from effective communication as teachers help shape students' academic careers and obtain motivation to learn.
To obtain equity in the classroom, teachers need to provide each student with the same opportunities for su...