Course: EDUC - 6164 - 2

Week 7 Blog Assignment

Welcoming Families From Around the World

Joanne E. Lynch

Date: Saturday 19^th October, 2013.

  

     I was informed by my principal that a child of Moroccan family, who had recently immigrated to our country, will be joining my Grade two class very soon. Indeed, I have to make preparation to welcome them, since the first impression that will be given, last forever, for I want to leave a positive impact of this child’s life.

     Actually, Morocco is the most Westerly of the North African Countries, bordering the Northern Atlantic Ocean, and the Mediterranean Sea, between Algeria and Western Sahara. It has a population of over 35 million, and an area of 446,550 square kilometers (172,410 square miles). Morocco is a constitutional monarchy with an elected parliament. Rabat is the political capital, although Casablanca is the largest city. The rich culture of this country is fused with Arab, Berger (Indigenous African) and also other African and European influences. The main religion is Islamic, and the official language is Arabic, Berber is the dialect, and French, which is generally the language of business, government, and diplomacy.

     More importantly, I have five ways in which I will equip myself to be culturally responsive towards this family. Moreover, I will be faced with the challenge of how best to react to this child’s needs. Nonetheless, be poised to meet the diverse developmental, cultural, linguistic, and educational needs for this child to advance, and learn most favorable. Admittedly, various teaching methods and strategies will be used to work with this child, by providing a responsive learning environment that is appropriate for her experiences.

     Undoubtedly, the child will be connected cognitively, linguistically and emotionally to her home language and culture. However, as the early childhood educator, I will ensure that the settings of programs in this field, must acknowledge and encourage the child’s home language, which will intensify the ties between the school and the child’s family. Chang (1993) has posited that, once there is a supporting atmosphere for a child’s home language, it is less likely to waste away through lack of use, which is a situation that could threaten her significant ties to her family.

     However, the child’s capability will be made most use of, by strengthening and constructing upon the skills she brings, when she infiltrates the early childhood programs. Cummins (1989) claims that, education implies drawing out children’s potential and making them more than they were. Additionally, I will present the child with chances to demonstrate her diversity of abilities and competences in the programs. Above all, a learning environment that centers on the child, and authorize possibilities for her to articulate herself across the curriculum will be arranged.

      Certainly, the child’s family has to be actively involved in her learning and development. This will establish a meaningful relationship of the parties in the situation, by promoting linkages between the home and the school. Meanwhile, extensive research on the family’s country of origin will be conducted, so as to be familiar with its culture, as well as other important aspects. Likewise, the child and her family will be encouraged and assisted in becoming acquainted with the cognitive value of knowing the English Language, and provide them with approaches to support, maintain, and preserve their home language learning.

     Finally, I will develop and supply different and innovative strategies for the child’s learning, by using my visionary skills in working with the children in my class, to infuse cultural and linguistic diversity in the programs. Likewise, the child will be inspired to work interactively with her classmates, while I will be providing them with multiple opportunities to learn, and ways for them to exhibit their learning by taking part in program activities.

     Furthermore, I do hope that these preparations will benefit the family and me, because I have a responsibility to the child and her family, by making sure that an equal opportunity is achieved to the best of their ability. Also, being culturally responsive respects the family’s personal identity, and underpins the idea that no family is better or more competent than the other. Hence, having the ethical responsibility to be fair and advocate equality for all children.

References

Morocco facts, Morocco flag-National Geographic. (n.d.)Retrieved from

                   Travel.nationalgeographic.com/travel/countries/morocco-facts/

Responding to linguistic and cultural diversity recommendation. (n.d)Retrieved from

                   www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF