As the world becomes more global and more families and students are living abroad educators must plan for addressing culture and language within their units of instruction. Following are some ways that educators could do that:
1. One way that a an educator of a multi-cultural classroom could address language issues during a math lesson over PEMDAS is instead of having students check with the teacher for guidance when they have gotten something wrong, they could be paired with another student that understands PEMDAS and speaks their language. For example, if a classroom had 5 Korean speaking students, 2 Vietnamese speaking students and 3 English speaking students, they would be quite easy to pair and have them student-teach their peers in their own language.
2. Educators of multi-lingual classrooms could also allow lower achieving students to have a 5-minute native-language explanation during the production phase lessons. Language can be an excluding factor in instruction and comprehension, so it is best, when available, to allow students to receive instruction in their native language (Robertson & Graven, 2020).
References and can be found in the REFERENCES PAGE.
Benjamin Snitker. A master's candidate at Colorado State University-Global Campus.