In defining the term culture, it is necessary to remember that various science fields perceive culture differently. Generally, the term culture refers to the anthropological theory and represents the combination of knowledge passed on to descendants. According to Mathias et al. (2020), culture can be conceptualized as a static set of common values and traits. However, besides common values and knowledge, culture can also be associated with language and geographical location. Concerning the connection between language and culture, many suggest that language is a mirror of the culture as language and its structure partially determine how people view the world (Hartono et al., 2021). Thus, it is important to be concerned about language differences in education to ensure cultural cooperation.
Language development is a universal characteristic shared by all children globally. Moreover, childrenâs brain is capable of learning more than one language, which results in the possibility for children to become bilingual (Robles de Mendelez & Beck, 2019). The term home language refers to the language that the child uses in everyday interactions with family members at home. According to Robles de Mendelez and Beck (2019), language structures follow the same structure as childrenâs developmental progression, allowing them to learn more than one language. Thus, speaking a different home language with the family helps to support the childâs development as a bilingual.
Lastly, as social environment and interactions also present a significant part of a childâs development, it is important to plan activities that educate the students about cultural differences and sameness. The cultural differences can often be reflected even in childrenâs behavior. Therefore, teachers must foster positive ideas about racial differences by representing diversity in educational materials. In addition, as storytelling is a common part of many cultures, sharing stories from different cultures with the children can provide them the necessary understanding of cultural backgrounds and basic knowledge about different cultures.
References
Hartono, H., Suparto, S., & Hassan, A. (2021). Language: A âmirrorâ of the culture and its application English language teaching. Linguistics and Culture Review, 5(1), 93-103. Web.
Mathias, J., Gulbas, L. E., Chin, M., & Perry, T. E. (2020). Interrogating culture: Anthropology, social work, and the concept trade. Journal of Social Work, 21(4), 631-650. Web.
Robles de Mendelez, W., & Beck, V. (2019). Teaching young children in multicultural classroom (5th ed.). Cengage Learning.