Multicultural Classroom or Educational Setting
Culture plays a great role in influencing educational practices. Cultural values and attitudes affect the way learning and instructional procedures are carried out. It is therefore important for instructors to have knowledge of the various cultural expectations of students in a multicultural classroom or educational setting. Culture affects the styles of interaction and communication in a classroom setting. Communication forms differ depending on the different cultural backgrounds of individuals communicating or interacting (Coots and Stout, 2006).
Hence, individuals and cultural variations in the styles of communication can have a great impact on communication within an instructional setting. The differences range from formality, directness and non-verbal interaction. For example some cultures make use of direct language when interacting whereas other cultures use a form of language that is less direct because they need to preserve the dignity or feelings of other people. It is also possible to have students whose communication style varies in a multicultural classroom setting (Coots, 2006).
Different cultures uphold different educational practices. This is especially the case with individualist cultures and collectivist cultures. Both cultures differ in terms of learning and teaching practices. A good example is that collectivist culture hold the view that there is only a single perspective to a given issue while individualist cultures expect students organize and experience the topic matter of a learning activity (Coots, 2006).Through education, the communication styles between different cultures can be improved if at all instructors and students are willing to learn from one another. This signifies the essence of cultural awareness for both students and teachers in a multicultural setting. Cultural awareness will increase the rate of understanding one another and lead to effective communication or interaction between both parties. Education and training is the key to promoting cultural awareness and diversity in students.
Reference
Coots, J. J., & Stout, K. (2006). Critical reflections about students with special needs. Stories from the classroom. Pearson/Allyn and Bacon, Chapter 6
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