Developing Cultural Identity Much is to be said about a bilingual learner developing cultural identity. But to understand how cultural identity id developed, we must first understand what cultural identity is. Cultural identity can be defined as the uniqueness of a group, culture, or individual, as influenced by a person’s belonging to a group or culture (afs.org). So what happens, then, when a person, specifically a language-learning student, suddenly feels a clash between two different cultures, the culture at home and the culture at school? Bilingual learners develop their cultural identities in a variety of ways, and teachers can use best practices to help preserve, support, and positively contribute to the students’ individual cultural identities in the classroom. When students move from one culture to another, they face many challenges that go just beyond that of learning a language. These challenges need to be on a teacher’s radar. A student has to adjust to a new country, city, or neighborhood. This means the student is facing challenges that could affect promptness, vigilance, attentiveness, and even ability to concentrate. Some implications of this could be that a student may be late to class or may appear to be unaware of what is going on in class. In this situation, an educator would need to be understanding of the student’s adjustments and be prepared to work with the student to create a plan that works. The CLD student is also adapting to a completely new education system. The culture of a school could be 100% different than what the student may be used to. This could be confusing for a CLD student and could slow progress. A new student may not always be welcomed by the new culture or may not agree with the messages the culture creates. This can lead to frustration and anxiety for the CLD student and inhibit with the student’s ability to learn effectively. All of these challenges are potential hurdles that CLD students need to jump over to be successful. As stated above, the culture of a school can greatly influence student outcomes, especially a CLD student. A school’s culture consists of these three ingredients: the attitudes and beliefs of teachers and administrators, the norms and rules that the students and staff follow, and the relationship between the group members. In order for CLD students to be successful, the school culture needs to treat students as individuals, recognize diversity as a resource, allow for appropriate accommodations in a classroom, and reject cultural stereotypes. Sociocultural processes need to be taken into consideration when developing a curricula or lesson plan. A teacher needs to understand enculturation and acculturation. Enculturation is a subtle process where members of a culture are steadily inducted into a home culture, sometimes without even realizing it. As this process takes place, members develop a sense of distinctiveness that forms a set of values, guides, beliefs, patterns, actions, and expectations. Enculturation creates an ethnocentric view for members of a culture that validates social norms. CLD students have to recognize how enculturation influences their actions while adjusting to a new culture in a new language. This is extremely difficult for a CLD student and often has negative and costly effects on the student. Acculturation is the process of adapting to a new or non-native culture. Acculturation can be described best with the U-curve hypothesis. The U-curve hypothesis asserts that acculturation is a sequential process that takes place over four phases. These phases are honeymoon, hostility, humor, and home. The honeymoon phase of acculturation brings with it a sense of excitement for the individual. The CLD student is enjoying the thought of life in a new culture and may be joyful about these new experiences. Because many families of CLD students come to the United States to fulfill a dream or new opportunity,
of Latino identity, particularly the Boricua or Puertorriqueno, are rich in religious meaning. The idea of Nepantla comes from the Aztec Nahuatl word used to describe a space in-between, or those identities who hold socio-religious identities that go beyond a predetermined definition.
Today, we live in a time of great fluidity where more than ever there is an awareness of how socio-cultural components are intertwined in everything the human being does. This also includes social, cultural, governmental…
There are numerous factors that either make up or restrain the self-identity of a person or an individual. Culture, in addition to family traditions, is one of the factors that affect the self-identity of an individual. When growing up, the environment around affect the personality, values, as well as, beliefs of an individual. The environment includes friends, family members, and the people that affect the life of an individual. So, if the environment is negative, then an individual will have low…
OPIC: Focus on Erikson: Industry vs. Inferiority / Identity development in middle school
QUESTION: During the stage in psycho-development which Erik Erikson describes as the Identity vs Role Confusion, adolescents struggle with identity and their role in society and peer groups. At the same time, historically, girls struggle to embrace certain subjects, such as math and science. Can an educator encourage adolescent girls to eagerly explore science and/or math while allowing them to use their…
In the article “The Seven Vectors: An Overview”, the author, Arthur Chickering, introduces his theory, the seven vectors. The seven vectors consist of Developing Competence, Managing emotions, Moving through autonomy towards interdependence, developing mature interpersonal relationships, establishing identity, developing purpose, and developing integrity. Each vector explains different developments of skills the students establish from the challenges or struggles they overcome throughout their four…
another. Speaking or expressing ourselves is a cultural act having the
potential to be misinterpreted in intercultural situations.
Although included in language teaching, culture has no consistent definition. Our
assumption about culture affects the way we teach and learn about it. It is challenging to identify
an approach to culture teaching within languages to achieve educational goals.
Static culture views cultural knowledge as facts or artefacts. Cultural lesson is like providing
pieces of information…
Belonging is central to how we define ourselves; our belonging to, or connections with people, places and groups enables one to develop a distinct identity. Belonging is explored in the poetry of Peter Skrzynecki's ‘Feliks Skrzynecki’ and ‘Postcard’ as well as Shaun Tan’s ‘The arrival’. Both Skrynecki and Tan demonstrate the idea that an individual’s perception of belonging evolve in response to the passage of time and interaction with their world.
When an individual migrates from one place to…
Identity is defined as the collective aspect of the set of characteristics by which a thing is definitively recognizable or known. When expressed in this way, identity seems quite simple and easy to understand. But as we learn about the many ways identity can be expressed and shown we begin to see the bigger picture. First of all, we have the traditional meanings/ways of identity which are fixed and assumed and on the other end of the scale we are faced with postmodern understandings of identity…
examines the performance of drag artists and states that the social constructions of gender are seen in drag performances. She explores the ideological construction of all gender roles, and rejects the view of drag as copy or imitation of true gender identity. She analyzes drag performances to explain how the gender performativity used by drag artists are not a subversion of the normative gender roles as they initially appear to be. Although drag performances are superficially a presentation of gender…
INTL 1101 Final Exam Study Guide
- Consumerism, individualism
- American products and values
- Cultural imperialism? Trying to homogenize world?
- Fast-food principles dominant in American and other societies
- Uniform standards
- Lack of human creativity
- Dehumanization of social relations
- Benjamin Barber “consumed”
- Against “ethos of infantilization” that sustains global capitalism
- Turning of adults into children…
UNIT: Media Theory 1: Developing Argument
Semester 1 Framework Unit Guide
Media Production Undergraduate Framework
BA (Hons) / Dip HE / Cert HE Digital Media Design
BA (Hons) / Dip HE / Cert HE Media Production
BA (Hons) / Dip HE / Cert HE Scriptwriting for Film and Television
BA (Hons) / Dip HE / Cert HE Radio
BA (Hons) / Dip HE / Cert HE Television Production
September 2014 (Version 1.4)
Developing Arguments: Overview of the Unit