Unique Challenges to Culturally Sensitive Education Practices
Canada is a nation that is enriched by diversity of varying cultural origins, and teachers of immigrant students can attest that the students significantly enhance the classroom and education experience. Transitioning to a new culture however, is often quite difficult, and research into the adjustment of immigrant children has identified a number of factors that influence their acculturation. Ease of adjustment depends on the similarity of cultures, social support networks, previous cultural patterns, language facility, age of migration and welcoming environments. Understanding cultural adjustment issues can help educators better understand how to support immigrant children, youth and families from Pakistan. (Ing, Carol, 2013)
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Similarities to Culture"Individuals who migrate to cultures with similar worldviews, perceptions, beliefs, social organization, and language find it easier to adapt than those from dissimilar cultures" (Ing, Carol 2013). The child will need to adapt to the new curriculum and procedures, all while making new social ties. Pakistan’s official and educational language is Urdu and English, which is beneficial for the child’s transition to Canadian culture and for teaching instruction. (Pinon, Robert, 2010) Had the child known little English, they would find themselves falling behind very quickly without intervention of an Individualized Program Plan (IPP), which focuses on student’s specific education needs.
Language FacilityLow proficiency in the host language has frequently been linked to a greater incidence of depression and other psychiatric disorders, and overall lower levels of adaptation among immigrants. For school-aged children, language facility is directly related to school adjustment, the formation of friendships, and emotional well-being, all of which will facilitate the child’s acculturation. Thus, teachers should encourage increased host language facility, but not discourage a child’s use of his or her native language.
Given Pakistan has a very low literacy rate; there may be much need to hyper focus attention on language arts (reading, writing, listening, viewing, speaking, or visually representing). (Kurtz-Costes, Beth, Pungello, Elizabeth, 2000) |
Previous Cultural PatternsImmigrants bring a unique cultural pattern to their new country, which includes different perceptions, communication styles, customs, traditions, and skills that may or may not be mirrored in their society. Flexibility and acceptance will need to be shown in order for smooth adjustment to occur. Pakistan has many unique customs and traditions such as fasting (an important part of Ramadan, one of the highest forms of Islamic worship), their Muslim religion (95% of the population) and the fact that they have a male dominated society.
(AboutPakistaniCulture) Age of MigrationAlthough initial adjustment may prove difficult for young children, on average, they adapt more easily and more completely to a new culture than do teenagers and adults. Adolescents are more likely than are younger children to hold and maintain cultural beliefs that are different from those of their teachers, which may influence how the adolescents behave in the classroom. Thus, teachers of adolescents need to be particularly mindful of the possible differences in cultural beliefs that may exist between themselves and their students. (Kurtz-Costes, Beth, Pungello, Elizabeth, 2000)
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Social Support NetworksIn Pakistani culture the extended family, community, and close neighbors are the basis of social structure and support. After immigrating to a new country, the family will be faced with many challenges so new social supports will have to be developed. Such a network could include churches, teachers, neighbors, various community groups, and other immigrants who share a similar background, heritage or language. The stronger the social support network, the easier it will be to adjust to the new environment.
(Pinon, Robert, 2010) Welcoming EnvironmentsEducators can create a positive environment by modeling respect for diversity and by valuing diversity.
Welcoming environments make it easier to adjust and adapt to the new cultural environment. In such an environment, individuals or groups can choose the level of involvement with their own ethnic group or their new culture. Canada’s multicultural policy is an example of a welcoming environment that enables ethnic groups to retain their ethnicity. Less welcoming environments such as those in the late 1800’s and early 1900’s increased the likelihood of ethnic groups maintaining their ethnicity and forming their own communities. (Kurtz-Costes, Beth, Pungello, Elizabeth, 2000) |
Special Considerations
Migrants will often go through an initial adjustment period that is known as “Obergs four phases of cultural shock” from moving to a new environment: euphoria, anger, recovery and acceptance. Immigrants in the euphoria phase are still in shock and wonderment with their new environment, though the excitement quickly wears off and they progress to the anger phase. The anger phase is a stage of crisis as the new family is now challenged by employment issues, poor pay or dealing with racism. In the recovery phase, the family will begin to make sense of their new environment and experience less stress. Lastly, in the acceptance phase, the family has finally become acculturated (adjusted to their new culture) and through integration and adjustment, they are now able to manage their new culture. (Ing, Carol, 2013) Newcomers may experience many physical and emotional symptoms during the phases of culture shock (including homesickness, irrational fears, difficulties sleeping, anxiety or depression) so it is best to lead with empathy and sensitivity.
Educators should make interaction with parents a high priority. Adult immigrants may have an even more difficult time adjusting to their new culture than their children, as customary family relations and status are challenged in the new country, which often results in intergenerational conflicts. Seeing that Pakistani parents occupy a central role and position of influence for their children, their attitudes ultimately determine the child’s level of acculturation. With that in mind, educators should aim to establish a respectful relationship with theses parents, maintain clear communication, and make sure that the school’s goals are consistent with the parent’s goals.
When looking to meet with student’s parents to discuss his or her educational goals and strategies, teachers should be aware that Pakistanis prefer to meet in person, as they see the telephone as too impersonal a medium for serious communication. Pakistanis often ask many personal questions to get to know you as an individual, and it may require several meetings before you establish a relationship with them as they are more private than many other cultures. Pakistanis also prefer indirect eye contact when communicating, do not require as much personal space as most western cultures, do not mind long silences, and may speak in a roundabout or circuitous fashion as direct statements are typically only made in long-standing relationships. Also note that it is typical for Pakistanis to arrive late to meetings, so do not be offended if this happens. (AboutPakistanCulture)
Educators should be aware of main elements of Pakistani culture to make for a respectful working relationship. Pakistan is a hierarchical society where people are respected because of their age and position. Older people are viewed as wise and one should always show respect to the most senior person in the group before other introductions. Pakistani names often includes a name that denotes a person’s class, occupation or other status indicator, and sometimes include two names that lose it’s meaning if separated, so it is best to ask how they wish to be addressed. It is also expected that you will use a person’s title and surname until invited to use their first name. (Ziring, unknown)
Pakistan is also a patriarchal society, and females do not share the same rights and privileges as their male counterparts: a girl’s father will decide what education she will receive and the man she will marry, and then her husband will make decisions for her thereafter. Female relatives are protected from outside influences, so it may be inappropriate to ask questions about a Pakistani's wife or other female family member. A female can only shake hands or touch a male if she is closely blood-related so that may be something to keep in mind if you are a male educator, though females are permitted to welcome other females by shaking hands or hugging. Women are mostly restricted to decision making within the household, and often considered less knowledgeable than men, so it will typically be the man who makes the decisions regarding his children's education. (Ziring, unknown)
Immigrant children and youth may experience a host of difficulties while acculturating, or fitting into their new school environment. Some may perform poorly because of racial stereotyping, family pressures, having to cope with the prejudices, low teacher expectations, or difficulties connecting to peer groups. Pakistani girls may experience additional pressures as they are typically expected to maintain the cultural practices of Pakistan, some very different from Canadian behavior such as dress, peer socialization, independence, and interactions with the opposite sex. There is value in understanding “immigrants as gendered subjects who are differently located with respect to identity construction, lived experiences, and opportunity and outcome" (Fleras, 2014, pg 303).
Pakistan has one of the lowest literacy rates in the world according to the United Nations Educational, Scientific and Cultural Organization (UNESCO) with primary school participation at 79% for males and 65% females. The average literacy rate among adults is 55%. (UNESCO, 2016) As an educator, one may need to modify testing and homework, as well as allow for alternative types assessment when testing children from Pakistan. Such modified assessments could include oral, manipulatives, drawing or physical response (act it out).
Educators should make interaction with parents a high priority. Adult immigrants may have an even more difficult time adjusting to their new culture than their children, as customary family relations and status are challenged in the new country, which often results in intergenerational conflicts. Seeing that Pakistani parents occupy a central role and position of influence for their children, their attitudes ultimately determine the child’s level of acculturation. With that in mind, educators should aim to establish a respectful relationship with theses parents, maintain clear communication, and make sure that the school’s goals are consistent with the parent’s goals.
When looking to meet with student’s parents to discuss his or her educational goals and strategies, teachers should be aware that Pakistanis prefer to meet in person, as they see the telephone as too impersonal a medium for serious communication. Pakistanis often ask many personal questions to get to know you as an individual, and it may require several meetings before you establish a relationship with them as they are more private than many other cultures. Pakistanis also prefer indirect eye contact when communicating, do not require as much personal space as most western cultures, do not mind long silences, and may speak in a roundabout or circuitous fashion as direct statements are typically only made in long-standing relationships. Also note that it is typical for Pakistanis to arrive late to meetings, so do not be offended if this happens. (AboutPakistanCulture)
Educators should be aware of main elements of Pakistani culture to make for a respectful working relationship. Pakistan is a hierarchical society where people are respected because of their age and position. Older people are viewed as wise and one should always show respect to the most senior person in the group before other introductions. Pakistani names often includes a name that denotes a person’s class, occupation or other status indicator, and sometimes include two names that lose it’s meaning if separated, so it is best to ask how they wish to be addressed. It is also expected that you will use a person’s title and surname until invited to use their first name. (Ziring, unknown)
Pakistan is also a patriarchal society, and females do not share the same rights and privileges as their male counterparts: a girl’s father will decide what education she will receive and the man she will marry, and then her husband will make decisions for her thereafter. Female relatives are protected from outside influences, so it may be inappropriate to ask questions about a Pakistani's wife or other female family member. A female can only shake hands or touch a male if she is closely blood-related so that may be something to keep in mind if you are a male educator, though females are permitted to welcome other females by shaking hands or hugging. Women are mostly restricted to decision making within the household, and often considered less knowledgeable than men, so it will typically be the man who makes the decisions regarding his children's education. (Ziring, unknown)
Immigrant children and youth may experience a host of difficulties while acculturating, or fitting into their new school environment. Some may perform poorly because of racial stereotyping, family pressures, having to cope with the prejudices, low teacher expectations, or difficulties connecting to peer groups. Pakistani girls may experience additional pressures as they are typically expected to maintain the cultural practices of Pakistan, some very different from Canadian behavior such as dress, peer socialization, independence, and interactions with the opposite sex. There is value in understanding “immigrants as gendered subjects who are differently located with respect to identity construction, lived experiences, and opportunity and outcome" (Fleras, 2014, pg 303).
Pakistan has one of the lowest literacy rates in the world according to the United Nations Educational, Scientific and Cultural Organization (UNESCO) with primary school participation at 79% for males and 65% females. The average literacy rate among adults is 55%. (UNESCO, 2016) As an educator, one may need to modify testing and homework, as well as allow for alternative types assessment when testing children from Pakistan. Such modified assessments could include oral, manipulatives, drawing or physical response (act it out).
Fostering Multiculturalism in Canadian Schools:
1. Educators should view the new student as an individual, not as a member of a cultural group. Immigrant children have unique abilities, personalities, histories and problems and should never be stereotyped as less capable students.
2. Demonstrate a supportive and welcoming environment that values diversity within the classroom. Not only will it assist with the immigrant student’s acculturation and adjustment, but it will also enhance the cultural flexibility of all pupils and enrich their learning experiences.
3. Make communication with parents a high priority. Given the potential for misunderstandings with parents of immigrant children, it is very important that educators maintain clear communication with these parents. By establishing a relationship with the parents, it will also provide them with a network of support and information to help with adjustment.
4. Draw from the child’s cultural heritage to enhance his or her social, emotional and academic progress. Immigrants bring cultural values and beliefs that often foster academic achievement, and educators should view them as benefits to the child’s acculturation and adjustment.
5. Educators should gain knowledge on the child’s personal and cultural history. Educators will be most successful in meeting the needs of immigrant children when they know his or her history and is able to respond sensitively to each child.
6. Support immigrant students by assigning an older mentor or buddy. The relationship will foster a sense of trust and safety for the new child, and also teaches kindness and responsibility for the older student.
2. Demonstrate a supportive and welcoming environment that values diversity within the classroom. Not only will it assist with the immigrant student’s acculturation and adjustment, but it will also enhance the cultural flexibility of all pupils and enrich their learning experiences.
3. Make communication with parents a high priority. Given the potential for misunderstandings with parents of immigrant children, it is very important that educators maintain clear communication with these parents. By establishing a relationship with the parents, it will also provide them with a network of support and information to help with adjustment.
4. Draw from the child’s cultural heritage to enhance his or her social, emotional and academic progress. Immigrants bring cultural values and beliefs that often foster academic achievement, and educators should view them as benefits to the child’s acculturation and adjustment.
5. Educators should gain knowledge on the child’s personal and cultural history. Educators will be most successful in meeting the needs of immigrant children when they know his or her history and is able to respond sensitively to each child.
6. Support immigrant students by assigning an older mentor or buddy. The relationship will foster a sense of trust and safety for the new child, and also teaches kindness and responsibility for the older student.
Instructional Strategies for Educators
Student immigrants from Pakistan should be assessed to gauge the student’s abilities and differentiate instruction accordingly. Many new students will have varying levels of education and should be approached with individualized strategies that suit their unique and changing instructional needs, such as an Individualized Program Plan (IPP).
All educators should practice sensitivity when teaching immigrant students and be culturally respectful with what they are asking of their students. "Acculturation can be viewed of more as a bicultural or multicultural adaptive process in which individuals of two or more cultures change as they encounter one another, rather than as a unidirectional assimilation of host country values and attitudes" (Kurtz-Costes, Beth, Pungello, Elizabeth, 2000).
Alienation of the child’s cultural heritage may be detrimental when creating a healthy cultural identity. Celebration of Pakistani holidays or lessons about the Pakistani culture could be included into the curriculum would enable the child to learn content from a familiar cultural base. Pakistan is also a culture that is rich with poetry and literature. Educators could incorporate poetry into their classroom to enhance the child’s phonological awareness, as it will aid with reading, spelling and comprehension.
Educators should proactively encourage the child and help them develop their sense of belonging and confidence within the classroom setting. Many immigrant children need help overcoming fears and insecurities about their performance. Teachers should strive to be particularly patient and empathic when faced with pupils who are having a hard time adjusting to their new culture. (Kurtz-Costes, Beth, Pungello, Elizabeth, 2000)
As many Pakistanis are illiterate, educators may need to start with the very basics of reading such as vocabulary, phonemic awareness, fluency, phonics and comprehension. Students should be given many opportunities for active class participation to detect problems in areas of literacy and communication. Developing students’ metacognitive will help them become independent learners. (Menchaca, 1995)
Educators should also consider providing cultural information and resources to coworkers, or suggest a staff development meeting, to help them better relate with the new students and serve them more effectively.
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The following is a useful resource for Canadian educators regarding curriculum, teaching tools and professional development: www.edu.gov.on.ca/eng/teachers/links.html
All educators should practice sensitivity when teaching immigrant students and be culturally respectful with what they are asking of their students. "Acculturation can be viewed of more as a bicultural or multicultural adaptive process in which individuals of two or more cultures change as they encounter one another, rather than as a unidirectional assimilation of host country values and attitudes" (Kurtz-Costes, Beth, Pungello, Elizabeth, 2000).
Alienation of the child’s cultural heritage may be detrimental when creating a healthy cultural identity. Celebration of Pakistani holidays or lessons about the Pakistani culture could be included into the curriculum would enable the child to learn content from a familiar cultural base. Pakistan is also a culture that is rich with poetry and literature. Educators could incorporate poetry into their classroom to enhance the child’s phonological awareness, as it will aid with reading, spelling and comprehension.
Educators should proactively encourage the child and help them develop their sense of belonging and confidence within the classroom setting. Many immigrant children need help overcoming fears and insecurities about their performance. Teachers should strive to be particularly patient and empathic when faced with pupils who are having a hard time adjusting to their new culture. (Kurtz-Costes, Beth, Pungello, Elizabeth, 2000)
As many Pakistanis are illiterate, educators may need to start with the very basics of reading such as vocabulary, phonemic awareness, fluency, phonics and comprehension. Students should be given many opportunities for active class participation to detect problems in areas of literacy and communication. Developing students’ metacognitive will help them become independent learners. (Menchaca, 1995)
Educators should also consider providing cultural information and resources to coworkers, or suggest a staff development meeting, to help them better relate with the new students and serve them more effectively.
...
The following is a useful resource for Canadian educators regarding curriculum, teaching tools and professional development: www.edu.gov.on.ca/eng/teachers/links.html
By Lesley Ferguson