English Online Volunteer's e-Handbook and Training Session on Responsiveness to the Newcomer Learners' Cultural Diversity
Cultural Identity and Connection with L1
In order to encourage our adult English language learners to show progress and gain more confidence, they need to be allowed to rely on their prior knowledge which for them is ingrained in their first language. Thus, be patient with your learners and allow them to refer to their first language if needed as a means to serve the objectives of the planned lesson. In English Online’s one-on-one classes, bilingual dictionaries can serve that purpose. In group classes, based on their cultural backgrounds, new learners can be grouped with more experienced ones to help assist with translating if there is a need. Acknowledging learners’ L1 as a “ cognitive tool” in the classroom boosts minority groups’ self-confidence and promotes their pride in their own identities. ( Cummins, 2009, p.320)
Cultural Identity and Gender
Although gender identity is not the focus of this resource, the role of gender in different cultures cannot be ignored as it is associated with adult's motivation or willingness to learn a second language as posited by Norton and Pavlenko ( 2004). It also intersects with different facets of social identity like " race, ethnicity, class, sexuality, ability, age, and social status in framing students' language learning experiences, trajectories and outcomes" ( p.504).
It has been noted that for some immigrant women in English speaking countries, attending classes may not be accessible due to their more important roles as perceived by the male figures in their families. Also, it has been noticed in some cases where there is a mixed group where there are male and female learners, there could be tension that arises upon discussing certain topics that are related to gender equality ( Norton & Pavlenko, 2004).
Attending online one-on-one classes in such cases could be one way that solves such problems. As for group classes, with careful consideration, attempting to persuade learners to be more self-reflective and share their own perspectives about different gender roles in their own cultures could be one approach that enhances critical thinking without imposing any personal opinions from the teacher (Norton, 2004).