Creating Culturally Responsive Classrooms: Art and Technology as Tools for Awareness

Aniqa Shah, University of Arizona, Tucson, Arizona, USA

In today's diverse classrooms, fostering intercultural competence is essential for preparing students to thrive in a multicultural world. As our societies become increasingly interconnected, the ability to understand and appreciate different cultures is crucial for fostering social harmony and collaboration. Roman et al. (2022) outline six key components of culturally responsive and sustaining education: 1) co-creating a classroom community, 2) nurturing independent learners, 3) centering and expanding culture and identity, 4) cultivating joy, 5) fostering critical thinking, and 6) building awareness and cultural competence. Educators must not only equip students with essential language skills but also instill a deep respect for the myriad identities and cultures that enrich our societies (Gracia et al., 2020).

However, beginning-level English teachers face unique challenges in promoting intercultural competence among their students. Many of these students come to class with limited vocabulary and are just starting to form simple sentences, making discussions about complex concepts like tolerance, global citizenship, and unity particularly difficult. Given these constraints, teachers must focus on promoting intercultural awareness through hands-on activities rather than relying on extensive verbal discussions. Art can be an especially effective medium for achieving this goal, allowing students to express themselves and explore cultural themes in a visual and engaging way.

In a recent basic-level English class I taught, my students were immigrants and refugees from various countries, each bringing their unique backgrounds and experiences. To promote intercultural awareness, I implemented two effective strategies:

1. Collage Posters

In a class of about 30 basic-level English language learners, I had them create a poster featuring a collage of images representing the holidays or festivals they celebrate. This activity was strategically timed around Christmas, when holiday decorations were prominent in the environment, thus providing a rich context for the students’ creativity. Instead of asking students to bring pictures from home, I provided them with a stack of magazines from our arts and crafts supplies.

Students were organized into random groups of three to four and given 5-6 magazines per group. To model the activity, I created a poster about Eid, a significant Muslim festival. As students searched for pictures relevant to the festivals they wanted to represent - such as what they eat, how they dress, and the activities they engage in on those special days - several language learning and cultural awareness goals were met:

i. They encountered many familiar words, which served as valuable revision for them.

ii. They discovered words they could read but did not yet understand. By linking words with images, their curiosity was sparked, enabling them to acquire new vocabulary and deepen their understanding of language use in context.

iii. While working in groups, students often helped each other. If someone found a picture they couldn’t use, they would share it with their group members, fostering an exchange of cultural insights and promoting collaboration.

Once their posters were ready, students presented them to the class. They began by sharing the name of the festival they were representing, then used whatever words they knew to discuss the food, clothing, and decorations associated with it, referring to the images on their posters. This led to engaging discussions where students could relate to each other's images, prompting rich conversations about the similarities and differences in their cultures.

Overall, this activity was not only successful in promoting intercultural awareness but also very effective in introducing new vocabulary. My students enjoyed it immensely and looked forward to exploring different themes in future activities.

2. Using Immersive Readers to Explore Cultures

Immersive readers are powerful tools for engaging language learners, providing an interactive experience that helps with word-image associations, meaning connections, and pronunciation practice. One such tool is Microsoft’s Immersive Reader, which offers a range of features, including an automated read-aloud option and the ability to read various passages, either pre-selected or created by the user. These features can significantly enhance comprehension and retention for beginning language learners.

In my basic-level English class, I introduced Microsoft’s Immersive Reader to help foster intercultural awareness and improve reading skills. After ensuring that all students had access to Microsoft Word, I conducted a tutorial on how to use the immersive reader feature, focusing on its basic functionalities, such as visual representations and definitions for individual words. This hands-on approach empowered students to take control of their learning.

Once my students felt comfortable using the tool, I began assigning readings focused on different cultural groups to enhance their intercultural competence. The first reading passage I selected was about Ramadan. This choice was deliberate, as I was the only Muslim in the class. I wanted to encourage their curiosity and create an environment where they felt comfortable asking questions. By facilitating this discussion, I aimed to model how to engage in a conversation about a different cultural and religious group.

Subsequent readings included diverse cultural practices, lifestyles, culinary traditions, and clothing preferences from around the world. It is crucial for educators to invite students to draw connections between the readings and their own experiences. When students read a passage about Ramadan, for example, educators should encourage them to reflect on similar practices in their own cultures. This connection not only enriches their understanding but also fosters a sense of belonging in the classroom.

At the heart of intercultural understanding and appreciation lies the recognition that we are more alike than different (Angelou, 2004). By encouraging students to share similar experiences from their own cultures, faiths, or families, teachers can help build a community that cherishes and celebrates the diverse identities and practices of its members. This inclusive approach not only benefits the individual learners but also enriches the classroom environment, creating a vibrant tapestry of shared knowledge and mutual respect.

References

Angelou, M. (2004). Human Family. In Scholastic scope (Vol. 52, Number 13, p. 21). Scholastic Inc.

Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Language Policy Division, Directorate of School, Out-of-School and Higher Education, Council of Europe.

Pérez Gracia, E., Serrano Rodríguez, R., & Carpio, A. J. (2020). Promoting interculture through content and competences within bilingual education: teachers in action. Intercultural Education, 31(4), 407-426.

Roman, N., Ryan, J., Goss, M. Vlasses, L. & Abbot, R (2022). From Theory to Practice: The Six Essential Components of Culturally Responsive and Sustaining Science Education. The Learning Design Group at UC Berkeley’s Lawrence Hall of Science. Science Educators for Equity, Diversity, and Social Justice Conference.

Aniqa Shah is a PhD candidate at the University of Arizona, specializing in literacy with a minor in Second Language Acquisition and Teaching (SLAT). Her research explores language ideologies, linguistic hegemony, issues of language access and equity, the integration of technology in language classrooms, and the intersection of cognition and language.