Classroom management

There are many cultural issues that need to be considered and managed positively for bilingual learners when planning the management of a classroom. The four identified below are by no means the only ones, but it is felt that these are the issues that can play a significant role in whether a learner is even initially accepted and therefore included in the teaching, learning and socialization of a classroom environment:

■ Cultures vary in the ways they use language, verbal and written and therefore assumptions should not be made by a teacher about whether a bilingual learner will see the value of writing information down for certain activities.

■ Different cultures also have rules about the way adults and children interact, both verbally and non-verbally. When a learner averts their eyes away from the educator speaking to him or her, it may not be a sign of rudeness or lack of attention, but a sign of respect. If unaware of this type of cultural difference, educators can do great harm and create isolation for a bilingual learner.

■ Disciplining strategies can again be a reason for miscommunication between educators, learners and the home. Clarity and discussion about behavior and management of inappropriate learning behavior all need to take place prior to or when a bilingual learner starts at a school. Cultures vary a great deal with regard to how they discipline the young and all parties need to be fully aware of schools’ rules and the reasons for them.

■ Finally, even the way the school day is organized can cause problems for bilingual students and, again, differences and clarity are fundamental to ensure a positive start to a new school (Brisk, 1998).

A classroom needs to reflect the value placed on the languages and cultures of the learners and educators. The provision of opportunities to engage in purposeful language interactions can be achieved in a language-rich environment. This also encourages and develops production skills and comprehension. An organizational structure that is consistent, uses visual strategies to support learning, has a routine and is predictable, is good practice for many learners, including bilingual learners. The opportunity to respond to and learn from peer role models can also be very effective for monolingual learners as well as bilingual learners.