Culture Inclusion Reflection Assignment 1-Bechara

Running head: Bechara-Reflective Assignment #1
Samantha Bechara
UC San Diego Extension CLAD through CTEL
EDUC 31217: Culture and Inclusion
Reflective Assignment #1
Bechara-Reflective Assignment #1 1
As a society, there is a continuous shift in culture, linguistic demands,
demographics, and socioeconomic trends. These shifts impact our children and schools.
As a nation, our immigrant roots of which our nation was founded continues to influence
the United States of America. These roots influence the cultural melting pot that is
America today with a blend of cultures, linguistic backgrounds, and demographic
information. Across the nation, there continue to be new individuals coming to America
for a variety of reasons and these individuals influence the communities, which they live.
Like many individuals starting a new life, they are challenged to learn a new culture,
obtain employment, and secure food and shelter for their families. Individuals coming to
America vary socio-economically and have a variety of educational backgrounds. In
America today, a variety of languages are spoken increasing the primary language spoken
in trade and business. As a society we have a higher unemployment rate than other
countries, these unemployment rates impact where individuals live, thus impacting our
communities.
These influences in the community influence how our states are run,
socioeconomic trends, and demographics. Diversity in linguistic backgrounds bring a
variety of English Language Learners to our states which impact and shift the
community, which these individuals live. The shift in primary languages used in the
community changes the way as a community we communicate and live. For example, in
primarily Spanish community business owners, doctors and stores may need to speak
Spanish to meet the needs of the community. In addition, goods may be printed in
Spanish to appeal to the community, which it serves. Diverse individuals from a variety
of backgrounds have become the norm in California. As a result, Californian schools

have a wide variety of English Language Learners, which impact the trends in education.
English Language Learners are more prevalent in Californian schools than they were in
Maryland where I recently moved. As a state, there are areas in California that have
higher Hispanic or Asian Pacific demographics increasing the demographics of these
communities as well as the linguistic diversity. As a result, many teachers each year will
have English Language Learners in their classrooms. This CLAD program exists due to
the need for educators to be knowledgeable about educating ELLs in our classrooms. In
Maryland, there was not a strong trend of English Language Learners in our schools and
as such teachers as a whole were not required to obtain additional training in teaching
English Language Learners.
In San Diego, we are very close to the Mexico border, which attracts a variety of
Spanish speakers. In addition, as a major city for business and trade, and a wide variety
of speakers of other languages are often attracted. The changes in demographics in our
communities influence our schools. As such, every year diverse students from a variety
of backgrounds fill our classrooms. Each of these diverse students brings cultural,
linguistic, and socioeconomic differences. As stated by Delpit (2006), teachers should
recognize that the linguist form a student brings to school is intimately connected
with love ones, community, and personal identity(p.53). Language is a large part of a
persons identity, as teachers empowering children to be proud of their primary language
and culture early on is important. As an educator every year I must shift my teaching to
meet the unique diverse needs of each student in the classroom and, they must obtain
training to support students with diverse backgrounds. Teachers who do not share the
language and culture of their students, or teachers whose students represent a variety of
cultural backgrounds, can also celebrate diversity by making language diversity a part of
the curriculum (Delpit, 2006,p.67). Incorporating my student's primary language and
culture into my classroom will be important to help my students connect to their
classroom environment as well as celebrate the diversity that makes each student unique.
As a Caucasian female, I must be aware of the cultural backgrounds of my student
and aim to celebrate diversity within my classroom. Although I may be Caucasian, I too
add to my classroom culture. As an educator, I bring to my classroom the understanding
of Deaf culture in which I was raised as well as Arab culture. The importance of eye
contact, non-verbal communication, and visual communication is something important to
me, which I infuse into my classroom. In Maryland, 4 out of my 40 students were ELLs.
In addition, I educated a large military demographic, which composed 70% of my
caseload. Being from a military family myself I understood this ever changing,
challenging demographic. In my new classroom here in California 13 out of my 30
students will be English Language Learners in addition to being identified with
developmental delays or identified disabilities. The larger number of English Language
Learners in my classroom reflects the current trends in California.
Education in America is continuously influenced by the ever-changing society,
which we reflect. The continuous changes in our student population require teachers to
remain life long learners to adapt to their ever-changing student populations. Teachers
must remain knowledgeable to support the diverse needs of their students.

References
Delpit, L (2006). Other peoples children: Cultural conflict in the classroom. New
York, NY: The New Press.
Garcia, E (2002). Student cultural diversity: Understanding and meeting the
Challenge (3rd edition). Boston, MA: Houghton Mifflin Company.

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Running head: Bechara-Reflective Assignment #1

UC San Diego Extension CLAD through CTEL

EDUC 31217: Culture and Inclusion

As a society, there is a continuous shift in culture, linguistic demands,

America today with a blend of cultures, linguistic backgrounds, and demographic

America vary socio-economically and have a variety of educational backgrounds. In

socioeconomic trends, and demographics. Diversity in linguistic backgrounds bring a

of backgrounds have become the norm in California. As a result, Californian schools

higher Hispanic or Asian Pacific demographics increasing the demographics of these

English Language Learners.

linguistic, and socioeconomic differences. As stated by Delpit (2006), teachers should

persons identity, as teachers empowering children to be proud of their primary language

the curriculum (Delpit, 2006,p.67). Incorporating my student's primary language and

culture into my classroom will be important to help my students connect to their

As a Caucasian female, I must be aware of the cultural backgrounds of my student

add to my classroom culture. As an educator, I bring to my classroom the understanding

contact, non-verbal communication, and visual communication is something important to

In addition, I educated a large military demographic, which composed 70% of my

challenging demographic. In my new classroom here in California 13 out of my 30

students will be English Language Learners in addition to being identified with

developmental delays or identified disabilities. The larger number of English Language

Learners in my classroom reflects the current trends in California.

Education in America is continuously influenced by the ever-changing society,

must remain knowledgeable to support the diverse needs of their students.

York, NY: The New Press.

Garcia, E (2002). Student cultural diversity: Understanding and meeting the

Challenge (3rd edition). Boston, MA: Houghton Mifflin Company.

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