Concept of Building a Culturally Friendly Classroom Environment

7/29/2019 Concept of Building a Culturally Friendly Classroom Environment

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I. Concept of Building a Culturally Friendly Classroom Environment

Introduction

Malaysia is a multiethnic country, with Malays making up the majority,

close to 52% of the population. About 24.6% of the population is Malaysians of

Chinese descent. Malaysians of Indian descent comprise about 7% of the

population. Eurasians and indigenous tribes make up the remaining 10% of

population. These three dominant ethnic groups have their own beliefs, culture,

values and norms that will affect their behaviors and actions. Therefore,

accepting a multicultural environment should be inculcated during early age of

children through classroom environment. This is because it is the most important

place to teach about different cultures, as that is where children from diverse

cultures growing up and learning together. If they are exposed to a multicultural

environment right from their academic years, it will be really easy for them to get

along with children from other cultures as it will cultivate in them the value of

respecting other cultures and religions and appreciate each others differences.

Thus, the responsibility of creating a culturally conducive environment in a

classroom lies mainly in the hands of the teachers. It is important that the

teachers themselves believe in a healthy multicultural environment which treats

everyone as equals in order to accomplish this role. This is vital because it is a

goal of Malaysian education to enhance social integration among these various

ethnic groups beyond physical integration, and intend to eliminate social

prejudices and discrimination. In Malaysia, the objective of nation building and

forging national unity amongst the various ethnic groups ranks very high in the

educational agendas. This is because national unity and integration is the basis

of the education policy as it is stated in the national education policy as

following: To inculcate and nurture national consciousness through fostering

common ideals, values, aspiration and loyalties in order to mould national unity

and national identity in a multi-ethnic society.


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Components in building culture friendly classroom environment

There are some components that are useful in building a culturally friends

classroom environment such as physical component and socio emotional. These

components will be further discussed in in the subsequent paragraphs.

Physical component is one the components that needs to be taken into

consideration by teachers in creating culture friendly classroom environment. It

involves infrastructure and physical facilities in classroom such as seating

arrangement where the arrangement of tables and chairs can enables students

from different linguistic and cultural backgrounds to interact with each other.

This is one of the samples of seating arrangement that can be done to promote culture

friendly environment. This picture was taken in real classroom situation where students

who from different culture backgrounds are seating next to each others.

Other than that, teacher should dress up the walls with interesting and attractive

visual aids such as bulletins boards and posters as those are key components foran effective classroom. Wall decorations should be colorful, appealing and

relevant to current class work as it will attract students attention. However,

teacher should consider about the cultural backgrounds of students when

dressing the walls. He or she can try to represent the students' diversity on

posters or bulletin boards such celebrations, attire of each ethnic.


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This kind of poster is useful in exposing students with other cultures language for

greeting.

Besides that, reading materials in reading corner of the classroom also can help

to promote culture friendly environment where teacher can selects a variety of

books, magazines, and newspapers from different cultures. This is good way of

exposing others culture to the students as they will gain information as they are

reading it. These are the important aspects as Derman and Sparks, 1998

mention that an environment that is rich in possibilities for exploring gender,

ethnicity, and cultures sets the scene for practicing multicultural education. It is

supported by Culp, 2006 where she believed that physical settings give effects

on social interaction, symbolic identification, growth, security, shelter and

pleasure. Thus, teacher should be aware of the fact that the design of physical

aspect of classroom leaves a great impact on teaching and learning environment.

Apart from that, socio- emotional also is another important component in

creating culture friendly environment in classroom. Socio emotion involves the

development of students personality, emotions which help them to have better

social skills in interacting with others. Socio emotion as a process that consists

of variations that occur in a individuals personality, emotions, and relationships

with others during lifetime. (Santrock, 2007) This shows that it is crucial for

teacher to develop students socio emotion in implementing culture friendly


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environment in classroom. This is because it helps them to interact with

individuals or groups in a manner that contributes positively to members of

society which leads them to have a strong social relationship with others in the

classroom as well as anywhere out of the classroom. It also helps students to

identify and understand basic feelings for themselves and others. However,

teachers need to have insight understanding of the students as there are many

students come from various ethnic groups with different cultural background. It is

essential for teacher to have better understanding of students development as it

is an effective role in fostering socio emotional development of students in the

classroom. This is because based on Bandura theory, when teacher understand

students well, it can build rapport between teacher and students as it create

sense of safety and security among students that supports their learning to trust,

regulate emotions, resolve interpersonal conflicts, develop empathy and learn

how to relate to others in appropriate manners.

There are several ways a teacher can do in developing socio emotional

among the students through learning activities. One of the learning activities that

can be conducted by teachers is play activity. Play is vital to students socio

emotion development because it enables them to expressing feelings and also

learns to cope with their feelings as they act out being angry, sad or worries in a

situation they control. Pretend play allows children to think loud about

experiences charged with both pleasant and unpleasant feelings. (Erikson,

1963) Teacher also should create a conducive learning environment which is a

friendly and non-threatening environment where the students feel that they are

supported by peers and teachers. In such environment can help students to feel

more confidents, comfortable, appreciated and valued. For instance, teacher can

have a discussion about differences within classroom about varying cultural

backgrounds, talents, strengths and weaknesses. This discussion gives

opportunities to students to build trust and acceptance in the classroom. Other

than that, teachers also are encouraged to give praise and positive reinforcement

often to the students and provide students with time to share happenings, events

or items with teacher as according to Krashen, the more students feel good


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about themselves, the better they will be toward themselves and others whom

from different cultural background.

II. Aspects of culturally friendly classroom environment

Cultural and Indigenous Relevant Pedagogy

Excellent teachers in 21st century are those who can inspire the intellectual,

social, and personal development of all their students to their highest potential.

Teachers knowledge and understanding of culture as well as culture relevant

pedagogy can help all students reach their potential. Cultural-relevant pedagogy

can be defined as a pedagogy that empowers students intellectually, socially,

emotionally and politically by using referents to impart knowledge, skills and

attitudes. (Gloria Ladson-Billings, 1994) In Malaysian context with culturaldiversity in the classroom demands teachers to adapt their knowledge, skills and

attitudes to the challenges that emerge in these diverse contexts, so that the

learning of all students in their classes is stimulated. Teachers in culturally

diverse classrooms must have awareness of the special needs of students from

different cultures and know how to apply specific teaching strategies and inter-

personal cues to create a positive classroom atmosphere and to cater to the

needs of diverse students. This is related with culturally responsive teaching

where it is about using cultural knowledge, prior experiences and performance

styles of diverse students to make learning more appropriate and effective to

them. (Gay, 2000) Thus, some methods and techniques will be highlighted in

subsequent paragraphs implementing culture friendly classroom environment

through culture and indigenous relevant pedagogy.

One of the ways is that teachers can apply collaborative and cooperative

learning methods in teaching and learning. It is good to be carried out in

classroom because it is helping to create culturally sensitive and understanding

among students. This means that, when students are grouped with different


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cultural backgrounds, for instance Ali, Rajan and Lee Hi are in one group where

this is actually helping them to equalize the differences within among them as

there will be different perceptions or views of certain things. However, by sharing

common learning goals, the group gradually develops a sense of identity and

purpose, which contributes positively to the groups interaction and to reducing

the stereotypical visions about other group members. This is because according

to Coelho (1998), conflicts among students may rise due to lack of understanding

of each others culture as students tend to form working groups with those with

whom they share similar backgrounds and interests. Therefore by doing this, it

will develop mutual understanding toward others differences.

Discovery method is another way that can apply during teaching and learning.

This means that students need to explore and develop knowledge of task given.

For example, students will be given a topic about Celebration in Malaysia. The

teacher assigns students with different topic from different cultural group.

Maisarah and Kassim are assigned the topic on Chinese New Year, whereas

Hong Ki and Yoona Lee are asked to find about Depavali celebration and

Yushan and Raju are doing on Hari Raya. It is good because this helps them to

gain information and experience others culture as this strategy requires students

to make some reading or asking people about that topic. Thus, it enables

students to have a better understanding of their friends different cultural

backgrounds.

Apart from that, integration of information technology into teaching and

learning is another way to be taken into consideration in implementing culturally

relevant pedagogy. Technology-based teaching and learning is particularly

makes the teaching becomes more effective as it can vary the lesson.

Furthermore, it can attract students attention to learning rather than traditional

way, chalk and talk as learning becomes more interactive. In addition, it is also

suitable for students from different cultural background as teacher can display

videos, movie related with culture friendly environment to the students. Students

also should be given opportunities to explore the internet for getting relevant

information about others culture as it will be meaningful because the students


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are constructing knowledge of something on their own. Thus, teaching using

computer based learning is really helpful for teaching effectiveness as well as

inculcate culture friendly environment.

In conclusion, teacher needs to know how to apply specific teaching

strategies and inter-personal cues to create a positive classroom atmosphere

and to cater to the needs of diverse students where that is the requirement in

building culture friendly environment.

Socio-linguistic

In multicultural classes, there is a possibility that language difficulties limit the

effectiveness of interaction between different cultural backgrounds as Malaysia

has a wide variety of ethnics languages where each has its own cultural identity.

Malaysia contains speakers of 137 living languages, 41 of which are found in

Peninsula Malaysia. (Gay, 1994) Since Malays are dominant ethnic in Malaysia,

it is decided that Bahasa is the official language spoken by people. Although

Bahasa is the official language which serves as medium of communication

among various races, the other ethnic groups are allowed to speak their own

language without any restriction. Even though there is no restriction of using

mother tongue of all ethnic groups, it is important to use common language for

the whole nation. This is because it can avoid misunderstanding which leads to a

breakdown in communication between people from diverse cultural background

as different cultures have different ways of conveying information. In other words,

what is appropriate to say in one culture may be completely inappropriate in

another culture, even though the situation in which it is said is the same. Thespeaker is often unaware of these differences, and uses the rules of speaking of

his or her native culture when communicating with people from other culture

background. Therefore, we can prevent such problems by increasing their level

of sociolinguistic competence as it is about the ability to adjust ones speech to

fit the any situation and without it, even the most perfect grammatical utterance


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can convey different entirely different from that which the speaker intended.

(Claire, 1997) In classroom context, teacher plays a very important role in

developing sociolinguistic competence among the students as according to

Cheseman report, there are various languages spoken by students. The teacher

will certainly face difficulties in teaching and guiding students in acquisition

knowledge if the students do not master same language as the use of one

language can enhance sociolinguistic competence among students. Thus,

teachers role is to organize various activities of language and cultures among

the students.

Teacher can carry out quiz activity which is about Malaysian cultures in the

classroom in enhancing sociolinguistic competence among students. It is

important to expose students to others culture because according to Wolfson

(1989), each community has its own unique set of conventions, rules, and

patterns for the conduct of communication and these must be understood in the

context of a general system which reflects the values and the structure of

society. In other words,knowing others cultures can be used as an underlying

framework for making sense of all the regularities in a community's use of

language. Students may have better understanding the language used in a

society if they are being exposed that society's culture. For example, teacher can

ask about Chinese cuisine, pork/ babi which is non-halal for Muslims and the

teacher should tell students that that word itself is considered as vulgar and rude

for Muslims when calling other as babi. From there, students form other culture

background get to know that they cannot simply use that words in their

conversation with Muslims.

Apart from that, teacher also can conduct ethnic traditional games in the

classroom. Teacher can introduce traditional dancing games of Dayak ethnic,

mangunatip and carry it out in the classroom. Teacher should insert some

information about this dance.


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Dayak people are dancing between a pair of moving bamboo poles to a fast-paced,

rhythmic tempo.

It is worthy to be introduced in the classroom because it is not only foster

understanding among students of multi-ethnic, but it will encourage them to learn

and master the vocabulary. In addition, this activity is good because it is

conducted in fun manner as it can create non-threatening environment which it

can lower students affective filter. This is because it is effective key for success

in learning as it can raise students motivation and self-confidence where they will

understand and remember things quickly.

Besides that, teacher must help students who speak vernacular varieties

of language to master the standard language by modeling in the classroom but at

the same time, the dialects that students use in their families and primarycommunities much be respected. This is effective way in developingsociolinguistic among the students because Banduras Social Learning Theory

(1987) believed that people learn better from one other via observation, imitation

and modeling. Moreover, elementary students have high respect toward their

teachers and this will be easier to instill the usage of common language among

the students. For example, the teacher can set the rule that only standard


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Bahasa can be used as medium of communication in the classroom. If some

students make some mistakes such as mispronunciation, wrong selected words,

the teacher needs to correct them. Thus, in order to apply this method, the

teacher needs to have knowledge about language variability in order to be a

language model in the classroom.

Therefore, teacher needs to play an effective role in organizing activities

which appears to be a possible way for students to increase their sociolinguistic

awareness.

Cultural- Based Assessment

Assessment is an integral part of teaching, as it determines whether or not

the goals of education are being met. Assessment affects decisions about

grades, placement, advancement, instructional needs and curriculum. Whereas

culture-based assessment means that the assessment that allows teacher to

gather information in decision making which should take into account student

cultural diversity so that decision made are valid and reliable. (Erikson, 1997,

cited in Modul PGSR 2010) This shows that assessment is very crucial because

apart from giving information for teacher about students progress and abilities

but as well as students culture background also is considered during

assessment designing which it is helping in building culture friendly environment.

However, there are some important characteristics of culture-based assessment

such as it must cater students differences as they should be able to demonstrate

their ability in a variety of ways including knowledge and skill related with

cultures. This is because students are required to understand and aware ofcultural issues in teaching and learning process. Teacher also should not touch

on cultural sensitivity in designing assessment as it should be fair everyone.

There are some types of culture based assessment that can be done in

classroom in order to create culture friendly environment. Writing journal is one of

the tools in assessing students where it provides opportunity for teacher to know


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students personal insight about others culture. For example, teacher can give a

reading material which related to multicultural in Malaysia to the students where

they are required to write about it. From this task, teacher can assess students

perspectives toward something. Teacher-designed test based on teaching is

another tool where students are tested based on their knowledge and academic

skill. For example, teacher can formulate appropriate questions about cultures of

all students. Other than that, students can respond to checklist about a

multicultural education in school.

Criteria Questions Rating

Yes No

1. Does the learning styles favour by the teacher

reflect the learning style of the students?

2. Are instructional materials examined for ethnic

and cultural?

3. Do the teaching styles and motivational system

reflect the ethnic and cultural diversity of

students?4. Are the attitude, perceptions, beliefs and

behavior of teachers ethnically and racially

sensitive?

5. Is the school atmosphere positively response

to racial, ethnic, cultural and language

differences?

6. Do the bulletin boards, physical education

program and other learning activities reflect

ethnic and cultural diversity?

Sample of checklist


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These tools are good in assessing students because it helps teachers to

improve their teaching in order to cater students learning style, students

performance and progress without not be biased to certain groups of students as

basic cultural and linguistic factor should be considered in designing assessment.

Conclusion

As our country continues to exhibit great diversity, the need for understanding

and accepting the differences among all people has never been more important.

Thus, this responsibility lies on teachers where they are demanded to teach an

effective multicultural education for all students, so that they can learn to accept

others where they will feel friendly and respectful toward people from other ethnic

and cultural groups. This includes classroom setting, socio emotional as well as

restructuring teaching strategies and activities and classroom assessment.

Schools in Malaysia are making vast improvements in this area but more still

needs to be done. Our world is multicultural, and students need to experience the

diversity outside their environment so that they will appreciate unity among all

Malaysian which is it the core of 1Malaysia campaign, mutual acceptance,

understanding and appreciating the diversity among races and people of

Malaysia.

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Concept of Building a Culturally Friendly Classroom Environment