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First language & culture learning
 

First language & culture learning

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    First language & culture learning First language & culture learning Presentation Transcript

    • Chapter 12
      • FIRST-LANGUAGE AND -CULTURE LEARNING IN LIGHT OF GLOBALIZATION: THE CASE OF MUSLIMS IN FLANDERS AND IN THE BRUSSELS AREA, BELGIUM
      Eugeen Roosens
      • Teachers are responsible for educating diverse groups of students in this globalized world
      • By becoming familiar with their cultures, social backgrounds, and families, teachers can make strong connections with each student
      • Keeping students connected with their culture of origin will build a basis of trust and respect between parents, family members, and educators
      • Connecting students to their first language means knowing the basics and showing support of this language
      • Working with parents to learn about their first language is a productive way to integrate it into the classroom
      • As stated in Roosens essay, “Developing and keeping an emotional attachment to their first language is important for immigrant children since a first language offers emotional support that a second language does not” (Suarez-Orozco, 2007, p.257)
      • Due to the wide variety of diverse learners in today’s educational society, teachers are required have an intercultural or multicultural way of thinking
      • Intercultural education can be in every school, which takes the focus away from students with an immigrant background, and creates a more neutral place (Roosens, 2007)
      • According to Roosens, it may be beneficial for educators not to know too much about a certain culture, in order to avoid stereotyping, due to the fact that cultures are always transforming (2007)
      • School districts who offer first language and culture classes are trying to keep minority students connected with their background
      • In order for students to be successful in these classes, they need to develop intercultural skills
      • To improve school performance of immigrant youth, school curriculum needs to take into account today’s youth and their culture, language, religion, and socioeconomic status.
      • By teaching intercultural skills and supporting the diversity found in classrooms, students will be successful in this globalized education system.
      Conclusions