The Role of Language, Culture, and Diversity in the Learning Process
In the learning environment, instructors create an enabling environment that provokes the thought process of both native students and English as a Second Language (ESL) speakers. In this regard, exposing the learners to an equal environment exposes them to different aspects of learning that promote the much-needed balance when overseeing the transfer of knowledge from the instructor to the students. It should be noted that culture, diversity, and language play a significant in the learning process because of their ability to influence the student perspectives towards the subject of study.
A Summary of Two Articles
Li (2021) explores the role of information technology when exposing students to foreign language teaching and its impact on the cognitive ability of the students. In many instances, the implementation of strategic teaching methods plays a significant role in influencing the thought process of learners and balancing their expectations, which allows them to understand the shared knowledge aspects. From this realization, the article maintains that the introduction of information technology in the Chinese learning context has allowed instructors to overcome the challenges that affect the cognitive functions of students when exposed to foreign language as a subject. Therefore, the information-based foreign language teaching has had a significant impact more than the traditional forms of teaching because of its ability to bridge the gaps that hinder individuals from understanding the shared aspects of information.
When studying foreign language, the aspects of culture and diversity have a huge impact on the general perspectives of individuals and their ability to overcome various underlying issues that influence the thought process of the learners. Ramírez-Lizcano and Cabrera-Tovar (2020) indicate that three concerns emerge when teaching foreign language in the local context. Firstly, students have mixed reactions regarding their understanding of the relationship between foreign language and their culture during the learning process. Secondly, teachers encounter challenges that hinder them from exploring the incidence of culture in language learning, and the role of telecollaboration in exchanging cultural beliefs and values between the two ways of life. Through the study’s findings, students are believed to align their views within the humanistic and functional perspectives, which influence their perspectives towards the learning process and other aspects of society.
The Unique Aspects of Elementary Student’s Language Development
When exploring a foreign language, instructors are expected to observe the unique features of the dialect and the best approach that can be used to bridge the gap, which hinders learners from comprehending the basic aspects of learning. Importantly, every language has a distinct phonology, syn-tax, semantics, and pragmatics. From this realization, instructors should observe these aspects during their interactions with students and develop a perfect approach that allows the learners to comprehend the issues and overcome various aspects that influence their perspectives towards life and certain aspects of society. Importantly, young people studying a foreign language are introduced to a continuous process that enables them to comprehend various aspects associated with the subject of study. Specifically, learners are taught the basics during the preproduction and early production where they can pronounce and familiarize themselves with certain words that enable them to communicate with other people. Speech emergence, intermediate fluency, and advanced fluency are critical in the development of ideals that influence their perspectives towards the learning process.
I am always interested to learn new languages because of their ability to expose me to the different ways of life. As an instructor, I am happy when students can understand a foreign language and use it in their daily interactions both at home and school. It should be noted that language development not only exposes students to a new language but also, enables learners to understand the importance of embracing diversity when interacting with other people in their surroundings. I intend to create an enabling environment where learners can feel acknowledged and express their need to accomplish various goals in their surroundings.
Addressing Diversity in the Learning Environment
One way of promoting diversity in the classroom is knowing the students and their backgrounds, which influence their perspectives towards learning. In this regard, instructors should maintain a consistent communication that enables individuals to focus on their changing needs and ability to accomplish different goals outlined in the classroom. Acknowledging and respecting every student regardless of their identity is a key factor that promotes diversity in the learning environment. By practicing cultural sensitivity, students emerge victorious and overcome various issues that influence their changing needs in their surroundings.
Culture, diversity, and language play a significant in the learning process because of their ability to influence the student perspectives towards the subject of study. In many instances, instructors have a huge role to play by exposing students to an environment where they can discover their potential and overcome various challenges that interfere with their thought process towards life. Given the access to mold the learners’ perspectives, instructors should promote diversity in the learning environment by recognizing the differences and practicing cultural sensitivity to avoid distractions that limit students from comprehending the topic of study.
Li, S. (2021). The role of information based foreign language teaching in the publicity of chinese excellent traditional culture. Journal of Physics: Conference Series, 1852(2) doi: https://dx.doi.org/10.1088/1742-6596/1852/2/022051
Ramírez-Lizcano, N., & Cabrera-Tovar, M. (2020). EFL learners’ perceptions about language learning and culture when using telecollaboration. Profile, 22(2), 95-113. doi: https://dx.doi.org/10.15446/profile.v22n2.82213