Cultural Competence and Student’s Performance
Cultural competence in learning institutions involves the ability of students to interact effectively with other students of different cultures. This aspect as well involves social-economic backgrounds within various contexts. Cultural competence with learning institutions or elsewhere comprises of one’s cultural awareness, cultural differences, and associated attitudes, understanding different cultural practices among students, as well as application of cross-cultural skills CITATION Sta95 l 1033 (Stavans, 1995). Development of cultural competences results to good understanding, good communication, and effective interactions among students, which further influences students’ performance within their respective learning contexts. This paper looks at cultural competences and student performance within learning institutions in which being able to learn from and relating respectively to other people’s traditions, heritages, and cultural backgrounds could be referred to as cultural competence. The absence of this competence on the other hand brings about conflicts among people from different cultures. This mostly affects students performance significantly since schools bring about different people with different believes together. One way in which performance could be improved is by understanding and acknowledging one’s culture and values and to respect those of others. Otherwise students would feel unaccepted, not sure of succeeding in school. They would feel that their culture is inferior, embarrassed of their accent, and have anxiety and stress during class. Inequities in school activities plus stereotypes could lessen student’s motivation, erode their strengths, and lower their performances CITATION Sta95 l 1033 (Stavans, 1995).
An understanding of how students are affected by cultural differences among them could largely improve their performances in class and in their social interactions. Instructional methods chosen by teachers may conflict with student’s needs due to unperceived cultural differences. This needs to be eliminated for the sake of student’s performances. Teachers need to understand the role of culture in education, learn about student’s communities and cultures and their values and beliefs. Teachers can be culturally responsive and they can effectively ensure this by identifying their own values, thoughts and other cultures CITATION Mer07 l 1033 (Martin & Vaughn, 2007). This aspect could help them understand how their cultures impacts student’s learning through improved instructing practices.
Teachers also need to make efforts to learn other people’s cultures, a practice that could help them understand their students better. They can do so by interviewing students, attending professional development workshops, reading histories, and studying cultural biographies. This will also help them learn the different words students are brought up in, and help them adopt a common culture that ignores differences. Teachers also need to avoid assumptions based on stereotypes CITATION Sta95 l 1033 (Stavans, 1995).
Communication skills (linguistics) can be used to eliminate the problems coursed by cultural differences thus bettering student’s performance and relationships. Teachers should then employ these skills in various ways like creating a class environment that is comfortable for all students regardless of their cultural differences. They could as well understand student’s communication styles so as to understand them better and then promote such skills where possible. Teachers need to use appropriate strategies to check student’ understanding. They can use manipulative word walls and real objects or pictures or graphics. Cooperative learning practices where students work in groups ensure academic supports and more opportunities and practicing language skills are usually enhanced. Reading aloud is also a good idea as well as use of labels both in English and students own language for helping students to learn vocabulary. It can therefore be concluded that cultural competences largely promotes students’ performances.
References
BIBLIOGRAPHY Martin, M., & Vaughn, B. (2007). Strategic Diversity & Inclusion Management magazine. San Francisco, CA: DTUI Publications Division:.
Stavans, I. (1995). The Hispanic Condition: Reflections on Culture and Identity in America. Harper Collins.
