ELM-500: Language, Cultural Diversity in School Learning Essay

This essay examines the critical role of language and cultural diversity in elementary school learning, drawing on two scholarly articles that highlight the impact of these factors on English language acquisition and overall classroom dynamics. The essay summarizes the key findings of these articles, which emphasize the importance of integrating cultural understanding and translanguaging practices to create more effective learning environments for both native and immigrant students. The unique aspects of language development in elementary students, particularly the influence of culture and the need for effective communication strategies, are then discussed. The essay concludes with reflections on the significance of language, culture, and diversity in future classrooms, advocating for well-trained teachers who can navigate linguistic and cultural differences to foster collaborative learning and promote effective English language acquisition. The essay underscores the need for educators to understand and address the diverse linguistic and cultural backgrounds of their students to create inclusive and supportive learning environments.

Running Head: ROLE OF LANGUAGE, CULTURAL DIVERSITY IN SCHOOL LEARNING
ROLE OF LANGUAGE, CULTURAL DIVERSITY IN SCHOOL LEARNING
Name of the Student
Name of the University
Author Note

2ROLE OF LANGUAGE, CULTURAL DIVERSITY IN SCHOOL LEARNING
There are multiple factors that influence the English language acquisition of English
language learners. This in turn cast upon a deep impact on the overall learning procedure of a
classroom, and also on the native culture and language. The purpose of this study is to throw
lights on contents of two scholarly articles that consider language and culture two important
factors in case of learning English in classroom. After providing summary of the findings of both
the two research articles, this study focuses on the unique aspects regarding language
development of elementary students. The final section of this essay provides reflections on the
importance of language, culture, as well as diversity in the future classroom.
Malsbary, C. B. (2014). “It’s not just learning English, it’s learning other
cultures”: Belonging, power, and possibility in an immigrant contact zone.
International Journal of Qualitative Studies in Education, 27(10), 1312-1336.
This article has shown the true picture of a multiethnic as well as multilingual classroom
and how the learning of English language of the indigenous and immigrant students can become
more effective if they are encouraged to learn the culture of each other. The findings of this
research article suggested a pedagogy that takes into account the mixing of culture, social life,
language of both the indigenous as well as immigrants, for a better classroom learning (Malsbary
2014).
García, O., & Kleyn, T. (Eds.). (2016). Translanguaging with multilingual
students: Learning from classroom moments. Routledge.
This source talks about the importance of language as well as translanguating, in learning
English in classroom. This source also suggests taking up translanguating as a pedagogical

3ROLE OF LANGUAGE, CULTURAL DIVERSITY IN SCHOOL LEARNING
orientation in designing lessons for classroom learning. According to this source due to the
existence of multilingual as well as multicultural students in case of leaning English within the
classroom, translanguating should occur among the teachers as well as the students. Finally this
source focuses on the encounter of translanguating education policy with the traditional
perspective of looking at lingual diversity in classroom, while learning English and also attempts
to disrupt the traditional ways to think about the role of language to foster English learning in the
classroom (García & Kleyn 2016).
Explain the unique aspects of elementary students’ language development:
One of the unique aspects of the language development, in case of the elementary
students, is the cultural aspects. In the elementary classes, students of different cultural aspect
meet each other. They have to participate in the collaborative learning programs in order to learn
English effectively. For this purpose, they need to develop a good understanding as well as
bonding among each other. Hence, knowing about each other’s culture becomes a vital factor in
case of learning English in classroom, through collaborative learning methods like joint projects
and quiz among groups (Hollins 2015).
Another unique aspect of the language development, in case of the elementary students,
is the aspect of language. In the elementary classes, students of different mother tongue meet
each other. They have to participate in the collaborative learning programs in order to learn
English effectively. For this purpose, they need to develop a good understanding as well as
bonding among each other. This is the reason why they should communicate well with each
other. Hence the teachers in the elementary schools should look after the eliminating the
disparities due to the variation in language (Malsbary 2014).

4ROLE OF LANGUAGE, CULTURAL DIVERSITY IN SCHOOL LEARNING
Language , culture and diversity related to both of these factors may create obstacles in the way
of collaborative learning. Hence, I will recruit well trained teachers who have knowledge about
the different of the languages among communities and native English language as well. This is
because teachers frm different lingual as well as cultural background will be able to manage a
culturally an lingually diverse group of students and fosyter effective English learning.

5ROLE OF LANGUAGE, CULTURAL DIVERSITY IN SCHOOL LEARNING
References:
Ishihara, N., & Cohen, A. D. (2014). Teaching and learning pragmatics: Where language and culture
meet. Routledge.
Malsbary, C. B. (2014). “It’s not just learning English, it’s learning other cultures”: Belonging,
power, and possibility in an immigrant contact zone. International Journal of Qualitative Studies
in Education, 27(10), 1312-1336.
Frank, J. (2013). Raising Cultural Awareness in the English Language Classroom. In English
teaching forum (Vol. 51, No. 4, p. 2). US Department of State. Bureau of Educational and
Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor,
Washington, DC 20037.
García, O., & Kleyn, T. (Eds.). (2016). Translanguaging with multilingual students: Learning
from classroom moments. Routledge.
Hollins, E. R. (2015). Culture in school learning: Revealing the deep meaning. Routledge.
Nieto, S. (2013). Finding joy in teaching students of diverse backgrounds: Culturally responsive
and socially just practices in US classrooms. Portsmouth, NH: Heinemann.