Language-learning bridges cultures and promotes intercultural communication and understanding. As a wonderful tool for fostering mutual understanding and relationships, language broadens our horizons

Language-learning bridges cultures and promotes intercultural communication and understanding. As a wonderful tool for fostering mutual understanding and relationships, language broadens our horizons to the richness of cultures and ideas.How do you help students develop intercultural understanding in your classroom/school? Describe the strategies you use or would use to integrate these into your educational or teaching practice

make your reflection real and personal with your personal experience and real classroom examples. your reflection should be at least 500 words and above.

References

1. Brisk, M. E., Barnhardt, R., Herrera, S., & Rochon, R. (2002). Educators’ preparation for cultural and linguistic diversity: A call to action. Washington, DC: American Association of Colleges for Teacher Education. (ERIC Document Reproduction Service No. ED477737). Retrieved from https://files.eric.ed.gov/fulltext/ED477737.pdf

This policy paper provides information about issues surrounding the education of culturally and linguistically diverse (CLD) student populations, and stresses the need for teachers who can deliver classroom practice that respects the language and culture of the child and effective, accommodative instruction that results in literacy and academic success for second language learners.

2. Gay, G., & Kirkland, K. (2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory into Practice, 42(3), 181-187. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.460.7961&rep=rep1&type=pdf

In this article, the authors argue that developing personal and professional critical consciousness about racial, cultural, and ethnic diversity should be a major component of preservice teacher education.

3. Huddart, D. (2014). English in the Conversation of Mankind: World Englishes and Global Citizenship. In Involuntary Associations: Postcolonial Studies and World Englishes (pp. 52-74). Liverpool: Liverpool University Press. Retrieved from http://www.jstor.org/stable/j.ctt18kr776.6

The article states that English allows us to advance toward global exchange and solidarity among the institutions of civil society, extending bonds between citizens everywhere across the globe. For this reason, considering English as an international language can also bring a sense of possibility in terms of strengthening what might be called ‘planetary citizenship’, i.e. alliances among citizens with a universalist intent.

4. The New London Group (1996) A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review: April 1996, Vol. 66, No. 1, pp. 60-93. Retrieved from http://www.dmacinstitute.com/wp-content/uploads/2015/03/new-london-group-pedagogy-multiliteracies.pdf

In this article, the New London Group presents a theoretical overview of the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call “multiliteracies.”