Multi-cultural environment also provides social justice

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PLAN FOR CREATING A MULTILITERATE LEARNING COMMUNITY
Student Name:
Student Number:
Date:

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Introduction
Native-language literacy can act as a resource for students and teachers in a multicultural
literacy environment. Multi-cultural environment also provides social justice and providing
children with rigorous and relevant education. Role of educators includes appreciation and
understanding of diversity is integral for developing culturally responsive pedagogy. In this
current reflection research in regards to linguistic diversity along with learning, a plan of
action for creating a multiliterate print environment in my classroom consisting of all black
school with 32% white people and 2% Asian, is undertaken. Ways in which literature of
students’ native language can play a role, learning some key words in different cultural
students’ first language and creating recording of greetings, songs, simple conversations as
well as stories in students’ first language contributes to students’ learning environment is
analysed.
Plan of Action
Taking contribution from families and elders
Role of families and elder’s involvement has distinct forms for different communities and
has a distinct role in linguistic (Kolano & King, 2015). Home involvement with children’s
schools supports their achievement. Decades of research depicts the socio-affective and
powerful academic benefits associated with strong home language base. Research affirms that
home language and culture acts as a valuable resource as per Soto (Premier & Miller, 2010).
Families and elders can be called upon to provide their input relevant to their cultures and
communities such as multiliterate print and literatures. This provides an effective approach
for diverse student teaching. Teacher’s can utilise the concepts that children have learned at

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home in their first language, then they can easily transfer this knowledge to second language.
As a teacher I will ask for input from diverse cultural texts and literatures similar to the
curriculum topics. These texts can be used as multiliterate text. It will enable students to
connect easily with the concept and also adopt English language words identified with these
texts. Then through dialogues and advocacy work about language and cultures,
communication can be strengthened to identify specific needs of young children.
Within an education environment where practices is anchored in a monolingual system,
accommodating diversified cultures and linguistic might emerge as a challenge. As a teacher
I feel that a child who leaves back his home language outside the classroom, cannot
understand why the language cannot be used in the classroom. This might lead the child to
think that his/ her language might create some kind of problem at the school. Negative
representation of bilingualism in children of diversified communities impact their language
skills altogether (Blanchet-Cohen & Reilly, 2013). Creating a heterogeneity environment
might imply broader and more positive capability amongst students to consider the plurality
of languages and cultures. As a part of this plan, I will try and adopt pedagogical strategies
that avoids language and cultural discrimination amongst children and also encourage
considering diversity as being a learning resource.
In case teachers and families of diversified learners can work together for addressing
combined issues of language shift. By way of continuing the dialogue and implementing a
curriculum in a unique community of cultures and languages (Rosario‐Ramos & Nieto,
2012). Linguistically and culturally diverse families often struggles with language shift issues
and lack of respect for home families. In case such families are given advice in English-only
then it can have tragic outcomes for such diverse families as per Wong Fillmore. Home
cultures and home languages is the basis of the communicative process for families; hence it