Issue: Culture

There are many outside factors that cause ramifications in the classroom. This is because all
children are brought up differently and therefore encounter different experiences before they
start school. While many of these factors can have both a positive and negative effect on a
childs learning and achievements, it is important for educators to be prepared. Culture is just
one of the many factors that can lead to ramifications in the classroom.

Definition of the issue

Culture refers to a forever changing, understanding of values, beliefs, traditions, behaviours,
language and actions that characterise an individual (Jewett, 2011). Culture is persistently
altering, due to constantly evolving throughout different generations, whereby such beliefs and
traditions transform overtime (Goepel, Childerhouse & Sharpe, 2014). The concepts ethnicity
and race are generally associated with culture. Those who share the same ethnicity or race,
almost always follow the same traditions and religion, use the same language and encompass
all the same things (as listed above) that make up a certain culture (Goepel, Childerhouse &
Sharpe, 2014).

The term race is most commonly characterised by an individuals physical attributes, while
ethnicity refers to the belonging to a particular group, based on race and culture, for example
Asian (Goepel, Childerhouse & Sharpe, 2014). Although each individual will identify to a specific
race, culture or ethnicity, we live in a multicultural world whereby each cultures contribution and
way of living is encouraged (Ashman & Elkins, 2012). Multiculturalism refers to the impact of
different cultures on a specific society with their own culture. These cultures seemingly merge
into one, as different cultures sometimes accept certain aspects and practices of other cultures
(Ashman & Elkins, 2012).

Possible effects on learning and achievement

Culture can have both positive and negative effects on one's learning and achievement;
however, there are many ramifications that outweigh the positives. Different cultures speak
different languages and therefore in many schools, language barriers often exist between the
teacher and student, as not all cultures speak English as their first language. It can often be
challenging for educators to explain information and exchange ideas with children of a different
culture, due to limited communication channels (Khong, & Saito, 2014). This barrier can have
ramifications on a childs learning and achievement, as children and teachers could lack the
necessary partnership that is vital for the learning process to occur (Ashman & Elkins, 2012).
Moreover, miscommunication is bound to occur between students whose first language is not
English, resulting in misunderstandings and delays in their learning and development and in
turn, lower academic achievement (Khong, & Saito, 2014).

Furthermore, partnerships for learning do not only need to exist between students and teachers,
but too between teachers and families. However, in some cultures where English is their second
language, partnerships between teachers and families are often not that resilient (Groundwater
Smith, Ewing & Le Cornu, 2011). As a result of this, families are more reluctant to ask
questions about their childs learning and development, volunteer in the classroom and most
importantly, contribute to the school community (Groundwater Smith, Ewing & Le Cornu,
2011). Consequently, the lack of this partnership can have ramifications on childrens learning
and achievement, as parents will not have an understanding of how their child is progressing,
nor will they have the confidence to express any worries of their own. (Khong, & Saito, 2014). A
childs learning is directly affected, as the chance of their knowledge being developed upon or
enhanced at home is unlikely. This is due to teachers and parents not being on the same page
and more importantly, due to the settings in their microsystem (home and school) sharing
different expectations and principles (Bowes, Grace, & Hodge, 2012).

As every culture is unique, values and traditions will differ. One of the main issues faced by
students who attend schools and learning centres, that are of a different culture to their own, is
the lack of diversity and identification of their own culture within their schooling or learning
environment (Connell, Welch, & Vickers, 2013). For example, a child whose culture requires
them to fast (e.g Ramadan) may feel like the minority during recess and lunch, as their peers
will all be eating. A cultures traditions and beliefs such as fasting, can have ramifications in the
classroom as children with cultural differences from the majority may feel excluded or
disinterested. As a result, this will impact negatively on their learning because they may feel as
though their culture is not sufficiently appreciated and in return, be withdrawn from the culture
being practiced in their school (Connell, Welch, & Vickers, 2013).

Moreover, it has been widely debated as to whether a childs environment or genetics has a
greater influence on their development. We know our physical attributes develop from our
genetics, however our characteristics, values and beliefs are influenced by the environment in
which we live (Bowes, Grace, & Hodge, 2012). Bronfenbrenner developed a social ecological
model that enforces just how much our environment's impact upon our development and
learning. The macrosystem developed by Bronfenbrenner encompasses attitudes and
ideologies of the culture (Bowes, Grace, & Hodge, 2012, p.6). This includes the philosophies,
values and attitudes passed on to children from older generations. Therefore, this system has a
huge impact on a childs life, as it can determine the outcomes of many things, such as where
they live and their behaviour (Bowes, Grace, & Hodge, 2012). A childs macrosystem can have
ramifications in the classroom in relation to learning and achievement as, if their macrosystem in
conjunction with all the other systems Bronfenbrenner outlines, are not in sync in terms of
attitudes, values and beliefs, a childs transition to school and learning will not be smooth
(Bowes, Grace, & Hodge, 2012).

Implications for schools and teaching

As Australia is a multicultural country, it is essential for all schools and educators to be inclusive
of culture within their classrooms and school communities. Schools and educators should be
inclusive of different languages, beliefs, cultural celebrations and traditions. A way educators
can do this is through diversity. Educators should make a point of learning and getting to know
more about the different cultures that make up their classrooms (Groundwater Smith, Ewing &
Le Cornu, 2011). Not only to better understand their students and form the vital partnership for
learning, but too, to have a better understanding of how to integrate these cultures into both the
classroom and curriculum. Educators also need to be aware that all children learn differently
and therefore the learning styles utilised are determined by the social and cultural relationships
within the classroom (Groundwater Smith, Ewing & Le Cornu, 2011). Changing the learning
strategy used can help children with a different culture stay involved and part of the learning
process, increasing the communication channels and in turn decreasing the misunderstandings
(Groundwater Smith, Ewing & Le Cornu, 2011). For example, for a child whose first language
is not English educators could visually teach using pictures or posters that also include words
written in the childs first language, in order to aid their learning process and achievement.
Furthermore, when assessing children, educators should adapt the assessment according to
the child such as using basic English for second language learners and more difficult English
that requires more thought for the rest. Varying assessment according to the child, is inclusive
of all children regardless of ability and culture, as it allows everyone to effectively exhibit their
learning and achievement (Ashman & Elkins, 2012).

Additionally, educators can help make their partnerships with students and families of another
cultural stronger through utlising sociocultural contexts and examples (Eun, 2016). By doing this
children and families are more likely to feel supported, included, confident, comfortable to ask
questions and discuss their childs learning and development. As well as, educators could focus
on the knowledge a child already has in their own culture and language and help them build the
required English to utilise this knowledge in another language, helping to aid the learning
process (Eun, 2016).

There are multiple ways educators can integrate culture effectively within the classroom to
ensure strong partnerships between students, teachers and parents are developed. This can be
done by ensuring relevant traditions, beliefs and celebrations are upheld and lastly to ensure all
Bronfenbrenners systems are working in unity. Educators should not only ensure they are
diverse and inclusive of culture but too incorporate a multicultural curriculum (Goepel,
Childerhouse & Sharpe, 2014). By incorporating these teaching initiatives into the classroom,
both students and teachers are working together towards reducing the inequities and prejudices
that are associated with culture (Goepel, Childerhouse & Sharpe, 2014).

Being aware of the possible ramifications that can arise in a childs learning and achievement as
a result of their culture is essential. If educators are well prepared and have knowledge about
their students culture, it will make for a much smoother learning process. A multicultural
classroom, whereby differences are celebrated is a great starting point to limiting the
complications culture has on a childs learning and development.
References:
Ashman, A., & Elkins, J. (2012). Education for inclusion and diversity
(4th ed.) Frenchs Forest, NSW: Pearson Australia.

Bowes, J., Grace, R., & Hodge, K. (2012). Children, families and
communities (4th ed.). Australia and New Zealand: Oxford Uni Press.

Connell, R., Welch, A., & Vickers, M. (2013). Education, Change and
Society (3rd ed.). Retrieved from http://www.eblib.com.

Eun, B. (2016). The culturally gifted classroom: a sociocultural approach to the inclusive
education of English language learners. Educational Psychology in Practice, 1-11. Doi:
10.1080/02667363.2015.1116060

Goepel, J., Childerhouse, H., & Sharpe, S. (2014). Inclusive Primary

Teaching: A critical approach to equality and special educational needs. Retrieved from
http://www.eblib.com.

Groundwater Smith, S., Ewing, R., & Le Cornu, R. (2011). Teaching:

Challenges and dilemmas (4th ed.). South Melbourne, Victoria: Cengage Learning,
47-65.

Jewett, P. (2011). "Some People Do Things Different from Us": Exploring

Personal and Global Cultures in a First Grade Classroom. Journal of Children's
Literature, 37(1), 20-29. Retrieved from http://web.b.ebscohost.com.

Khong, T., & Saito, E. (2014). Challenges confronting teachers of English

language learners. Educational Review, 66(2), 210-225. Doi:
10.1080/00131911.2013.769425