This document discusses the benefits of biculturalism for English language learners (ELLs). It defines biculturalism as immersion in two distinct cultures by participating in their traditions, compared to solely bilingualism of speaking two languages. Some advantages of biculturalism include having more social networks, awareness of cultural differences, and acting as an intermediary between cultures. Researchers also found biculturals have an enhanced ability to consider multiple perspectives and make novel connections. The implications for classrooms are to value students' cultural backgrounds and make lessons connect to their cultures. Teachers should also seek information about students' cultures to design effective lessons. Understanding biculturalism deepens culturally responsive pedagogy.
This document discusses the benefits of biculturalism for English language learners (ELLs). It defines biculturalism as immersion in two distinct cultures by participating in their traditions, compared to solely bilingualism of speaking two languages. Some advantages of biculturalism include having more social networks, awareness of cultural differences, and acting as an intermediary between cultures. Researchers also found biculturals have an enhanced ability to consider multiple perspectives and make novel connections. The implications for classrooms are to value students' cultural backgrounds and make lessons connect to their cultures. Teachers should also seek information about students' cultures to design effective lessons. Understanding biculturalism deepens culturally responsive pedagogy.
This document discusses the benefits of biculturalism for English language learners (ELLs). It defines biculturalism as immersion in two distinct cultures by participating in their traditions, compared to solely bilingualism of speaking two languages. Some advantages of biculturalism include having more social networks, awareness of cultural differences, and acting as an intermediary between cultures. Researchers also found biculturals have an enhanced ability to consider multiple perspectives and make novel connections. The implications for classrooms are to value students' cultural backgrounds and make lessons connect to their cultures. Teachers should also seek information about students' cultures to design effective lessons. Understanding biculturalism deepens culturally responsive pedagogy.
This document discusses the benefits of biculturalism for English language learners (ELLs). It defines biculturalism as immersion in two distinct cultures by participating in their traditions, compared to solely bilingualism of speaking two languages. Some advantages of biculturalism include having more social networks, awareness of cultural differences, and acting as an intermediary between cultures. Researchers also found biculturals have an enhanced ability to consider multiple perspectives and make novel connections. The implications for classrooms are to value students' cultural backgrounds and make lessons connect to their cultures. Teachers should also seek information about students' cultures to design effective lessons. Understanding biculturalism deepens culturally responsive pedagogy.
face as they adapt to a different culture and a new language, all the while dealing with the trials of childhood and adolescence, it might be beneficial to let them know that they are becoming not only bilingual, but also bicultural. And that gives them certain advantages! Bilingualism vs. Biculturalism:
Bilingualismis the ability to communicate in
two languages. It generally implies writing, reading, and speaking fluently, although the term is also sometimes applied to individuals who are only bilingual speakers, and not literate in a second language.
Biculturalism is an immersion in two distinct
cultures, implying participation in traditional heritage practices like food, dress, family traditions, folklore and folk art, etc. (Bilingualism vs. Biculturalism? the Curious Case of the Japanese Brazilians)
[They] take part, to varying degrees, in the life of two
or more cultures. They adapt their attitudes, behaviours, and values to these cultures and they combine and blend aspects of the cultures involved( http://www.psychologytoday.com/blog/life- bilingual/201105/how-cultures-combine-and-blend- in-person)).
The many advantages to being bicultural include
having a greater number of social networks, being aware of cultural differences, and being an intermediary between cultures.
In a paper comprising three studies, researchers
Carmit Tadmor, Adam Galinsky and William Maddux stated that biculturals have an enhanced ability to carefully weigh the merits of alternative perspectives. They view things from these different perspectives and integrate them into a coherent whole. They also recombine different existing ideas to make novel connections between concepts. What are the implications of this concept in the classroom?
Understanding that biculturalism is an advantage to
our students that needs to be exploited has implications for lesson planning. We are not it the business of replacing one culture for another, so encouraging our students to make connections with their own cultural background is essential.
How can you demonstrate greater sensitivity and
increase your own intercultural awareness even before an ELL arrives in your classroom?
Making connections with the family, interpreters
and seeking information about the cultures that our ELLs are from, is an important first step in designing eective lessons and units.
How has this area deepened your understanding of
culturally responsive pedagogy?
I feel that biculturalism is something that many of
our ELLs peers have already attained and is a wonderful resource. These students could really benefit from our placing more value on biculturalism as well.
Reference
Carmit T. Tadmor, Adam D Galinsky & William W.
Maddox (2012). Getting the most out of living abroad: Biculturalism and integrative complexity as key driver of creative and professional success. Journal of Personality (https:// www.psychologytoday.com/basics/personality) and Social Psychology, 103,3,520-542.