By Kimberly Poe
We are in a day and age where division and negativity seem to be at an all-time high. As Christians and educators, we are called to interrupt anything that is not like Christ. I am reminded of Romans 12:16 that tells us to “live in harmony with one another.” To live in harmony with one another, we must seek to see others the way Christ sees them. As educators, we work with children, youth, and young adults. Our modeling and demonstrations of love, unity, and inclusion will influence many.
Our classrooms are becoming more and more diverse. Culturally and Linguistically Responsive (CLR) practices are important because, if done correctly and with Christ at the center, they make a difference in the lives of our students not only in the classroom but beyond. In addition, CLR can have a huge impact on us as practitioners.
According to Dr. Sharroky Hollie, a national educator who provides professional development to thousands of educators in the area of cultural responsiveness, CLR is, “The validation and affirmation of the home (indigenous) culture and home language for building and bridging the student to success in the culture of academia and mainstream society.”
This means meeting students where they are both culturally and linguistically, and providing the tools and resources needed to be successful in school, work, and community. Validation and affirmation are critical to remind students that they are seen, heard, and valued.
At St. Augustine Preparatory Academy, where I work, we are taking the various cultural backgrounds and making a connection for students to be successful in school and beyond. We honor what our students bring by way of their cultural identity and languages and bridging those differences and experiences to be culturally appropriate for school, academia, and the broader society.
Our school team validates, affirms, builds, and bridges daily. One way we do this is by knowing our students’ names and pronouncing them correctly. Another way is by acknowledging our students’ use of language from their home or age cultures. Rather than dismissing their word choices, we affirm them by saying, “I recognize that’s how you speak with your friends outside of school but here at school, how could we greet one another that is school appropriate?”
By using this phrase, we are affirming that the student interacts and speaks to friends differently outside of school than what academia may feel is appropriate. We affirm, validate, and then we build and give them an opportunity to bridge the skills necessary for academia and society at large without devaluing the students’ culture. CLR means we relate to our students better, we teach differently, and we talk differently.
To be successful in using CLR, we dive into training for our staff. We recognize the call to serve our students regardless of their culture. As a school, we create a space to learn about what it means to create an environment where students and families feel a sense of belonging.
It is important to note that when we say cultural identity we are not just talking about ethnicity, but family culture, age culture, and religious culture. All make up a part of who we are, what we believe, and how we talk and behave.
Paul reminds us in Romans 12:9-10 that, “Love must be sincere. Hate what is evil; cling to what is good. Be devoted to one another in love. Honor one another above yourselves.”
There is a position of humility that comes with being culturally and linguistically responsive. My encouragement to you is that we see our students’ various cultural backgrounds and honor them, validate them, and affirm them. Simply put, love them.
1 Peter 3:8 says, “Finally, all of you, be like-minded, be sympathetic, love one another, be compassionate and humble.”
References:
Hollie, Culturally, and Linguistically Responsive Teaching and Learning: Classroom Practices for Student Success (2017)
Kimberly Poe has worked in education for over 15 years. She currently serves as The Director of Faith and Culture at St. Augustine Preparatory Academy in Milwaukee, WI. Kimberly serves as a fellow in the Baylor MA in School Leadership program. Kimberly is also an ordained minister at Bethel CME Church in Milwaukee, WI. In her free time, Kimberly loves to spend time with her parents, three sisters, and significant others. Kimberly loves to read and enjoy music. She is dedicated to allowing Christ to use her to make a difference in the lives of others, especially our children.