Cultural Diversity in the U. S Virgin Islands
America has always been the ideal location for immigrants because of our laws promoting equality, rights, and justice and its territories are no different since they are subject to the same laws. It is because of such, and our ideal location, that many immigrants also move to the U.S Virgin Islands seeking refuge from their native lands; and as such our Spanish speaking population is ever rising. With neighbors from Puerto Rico, Santo Domingo, and the Dominican Republic it was pertinent for our local schools to develop ESL programs to meet the needs of our growing population. There are many things, important information, which is needed in order to provide adequate and appropriate teaching and learning techniques that we, as teachers, can only learn from parents; student’s cultural emotional actions and responses, norms, values, and other customs. This information is significant when creating lesson plans, presentations/activities, and to facilitate an effective, progressive classroom. With the holiday season within it's prime time this is the perfect opportunity to utilize different activities to promote diverse cultures, it is my intent to illustrate a series of presentations and activities that can be used within a classroom to promote cultural awareness among diversity.
- Cultural Group Readings
The purpose of this activity is to familiarize students and parents with different cultures and languages active with the classroom/school.
The target group is Spanish speaking minorities
Students and parents are asked to bring a book from their native culture and one item that is a part of their culture. After reading there book within their native language students and parents are encouraged to tell us about their ‘show and tell’ item. Some questions asked may include, but aren’t limited to ‘why be it so important to you/ your culture? How where you introduced to this item? Other students and parents are encouraged to inquire as well.
Each presentation should last no longer than fifteen minutes. Participants will be notified ahead of time and will be asked to choose excerpts or chapters to read aloud.
All materials and resources used are personal items respective to the parities participating. A microphone and speaker should be present to ensure all participants are heard and to promote engagement.
2. Social Studies Activity
The purpose of this activity is to help familiarize students and parents with different cultures and languages present within the classroom and school, as well as to help them identify the different cultures geographically.
This activity is useful with all groups and minorities, but because of the complex diversity of Spanish speaking individuals within my community I feel it necessary to illustrate through such circumstances
Students and parents are asked to bring a map (small or printed out on paper) of the town or city that they are from natively. Students are also asked to bring pictures from their hometown of social hangouts, historical sites, landmarks, and other popular areas to help familiarize others of where they are from. Parents and students will be asked to identify their native homelands on a World map and a globe so students are able to locate it themselves. Then all participants are asked to make a collage using the items they’ve brought, to display within the classroom, which can later be used to reiterate instruction/information.
Presentation/activity target time is ten minutes or less
Participants are asked to bring most of their materials (pictures, maps, souvenirs, etc.). Other items needed include;
3. Social Learning Area
The purpose of this activity is to promote cultural awareness among students and parents about their peers; also to promote understanding between all parties of their native customs to ultimately empathize with all peers regardless of differences, culture or otherwise.
This activity is useful with all groups and minorities, but because of the complex diversity of Spanish speaking individuals within my community I feel it necessary to illustrate through such circumstances
Everyone is asked to bring personal items that may be considered respective to their culture to use within the learning areas (i.e. sombrero, wooden shoes, etc.).After identifying which items were brought by who and their use children and parents are encouraged to utilize objects that are ‘new’ to them, several objects. Through these actions and use of various materials it is believed that students will form a greater appreciation for culturally diverse people and their items; developing cultural awareness.
Participants are encouraged to engage within an activity until they’ve familiarized themselves will all items and interacted with others.
Materials sued are donated by parents and participating members of the community.
All activities listed where developed to promote three types of affective variables related to second language acquisition; self confidence, motivation, and low anxiety. Through these activities, and other engaging activities, it is hoped that students will be able to build an appropriate level of self confidence among their peers, as well as within the classroom to ensure progression. After familiarizing themselves with others and their different backgrounds and cultures, students are more at ease and motivated to participate within all activities. Our text states that learners who have self confidence and positive self image tend to be more successful, high motivated learners who outperform those with low motivation. It is with such information that I conclude, engaging students in learning is necessary across all areas and until that is embraced we will all continue the ‘uphill’ battle of dealing with challenging students.
References
Helm, J. H. (2008). Got Standards? Don’t Give Up on Engaged Learning! Young Children, 14-20.
Gronlund, G. (2007). Making early learning standards come alive: Connecting your practice and curriculum to state guidelines. St. Paul, MN: Redleaf Press.
Marotz, L. R., Allen, K., Developmental Profiles Pre - Birth through Adolescence, 7th edition Wadsworth Cengage Learning USA 2013
Syrja, Rachel Carrillo. How to Reach and Teach English Language Learners: Practical Strategies to Ensure Success. John Wiley & Sons P&T, 08/2011. <Vbk: 9781118397077#page (35)>.
The purpose of this activity is to help familiarize students and parents with different cultures and languages present within the classroom and school, as well as to help them identify the different cultures geographically.
This activity is useful with all groups and minorities, but because of the complex diversity of Spanish speaking individuals within my community I feel it necessary to illustrate through such circumstances
Students and parents are asked to bring a map (small or printed out on paper) of the town or city that they are from natively. Students are also asked to bring pictures from their hometown of social hangouts, historical sites, landmarks, and other popular areas to help familiarize others of where they are from. Parents and students will be asked to identify their native homelands on a World map and a globe so students are able to locate it themselves. Then all participants are asked to make a collage using the items they’ve brought, to display within the classroom, which can later be used to reiterate instruction/information.
Presentation/activity target time is ten minutes or less
Participants are asked to bring most of their materials (pictures, maps, souvenirs, etc.). Other items needed include;
- Poster boards
- Glue
- Scissors
- Markers
- Computer with printer
- World map
- Globe
- Overhead projector (optional)
3. Social Learning Area
The purpose of this activity is to promote cultural awareness among students and parents about their peers; also to promote understanding between all parties of their native customs to ultimately empathize with all peers regardless of differences, culture or otherwise.
This activity is useful with all groups and minorities, but because of the complex diversity of Spanish speaking individuals within my community I feel it necessary to illustrate through such circumstances
Everyone is asked to bring personal items that may be considered respective to their culture to use within the learning areas (i.e. sombrero, wooden shoes, etc.).After identifying which items were brought by who and their use children and parents are encouraged to utilize objects that are ‘new’ to them, several objects. Through these actions and use of various materials it is believed that students will form a greater appreciation for culturally diverse people and their items; developing cultural awareness.
Participants are encouraged to engage within an activity until they’ve familiarized themselves will all items and interacted with others.
Materials sued are donated by parents and participating members of the community.
All activities listed where developed to promote three types of affective variables related to second language acquisition; self confidence, motivation, and low anxiety. Through these activities, and other engaging activities, it is hoped that students will be able to build an appropriate level of self confidence among their peers, as well as within the classroom to ensure progression. After familiarizing themselves with others and their different backgrounds and cultures, students are more at ease and motivated to participate within all activities. Our text states that learners who have self confidence and positive self image tend to be more successful, high motivated learners who outperform those with low motivation. It is with such information that I conclude, engaging students in learning is necessary across all areas and until that is embraced we will all continue the ‘uphill’ battle of dealing with challenging students.
References
Helm, J. H. (2008). Got Standards? Don’t Give Up on Engaged Learning! Young Children, 14-20.
Gronlund, G. (2007). Making early learning standards come alive: Connecting your practice and curriculum to state guidelines. St. Paul, MN: Redleaf Press.
Marotz, L. R., Allen, K., Developmental Profiles Pre - Birth through Adolescence, 7th edition Wadsworth Cengage Learning USA 2013
Syrja, Rachel Carrillo. How to Reach and Teach English Language Learners: Practical Strategies to Ensure Success. John Wiley & Sons P&T, 08/2011. <Vbk: 9781118397077#page (35)>.
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