Culturally Responsive Teaching for Students from the GCC

Often educators travel to an Arab country to deliver a curriculum in English to students from vastly different backgrounds than themselves. Other times, students fly to a new environment for the same purpose. These teachers and students bask in the

opportunity to learn about other cultures enjoying historical monuments and local culinary delights. Yet, there lies an important question. Are the cultural experiences of students then infused within the curricula or do non-western students end up lost between two separate worlds: the culture of the “home” and the culture of “school”? A culturally responsive classroom is a research-based approach which promotes a deeper understanding of local cultures in order to enrich the curricula and ensure its relevance.

So, how can a teacher in K-12 or higher education become a culturally responsive practitioner? VIA has created a series of face-to-face workshops which aim to introduce teachers to the various knowledge and strategies needed to ensure a culturally responsive environment when teaching students from the GCC.

For educators dealing with students in or from the GCC, below are three questions which can help you assess whether these workshops are right for you.

1) How well do I know the Arabic language?

A teacher in the GCC or teaching Arabic students does not need to speak Arabic in order to understand the complexities dual language learners face. Some of these challenges are well known while others can be more nuanced. For example, Arabic is written from right to left rather than left to right. Teachers may witness a student writing sentences completely flipped and assume dyslexia rather than a natural apprehension of two very different languages.

2) How well do I know the history of the country and the non-negotiables?

Every teacher in the GCC has heard a story or more of a teacher who was terminated instantly due to an inappropriate comment. Instead of a shopping list of topics that must not be discussed, a culturally responsive teacher would support a deeper understanding of the local history. Understanding the history means understanding the significance of religion or what it means to be part of a tribe. It means understanding the political landscape and assumptions regarding the role of government. When the history of a country is unveiled, sensitivities are less cryptic and teachers can begin to unpack some of the values they can capitalize on. This in turn would ensure teachers make better informed decisions on what topics can be discussed and where the red tape lies.

3) Am I deliberately ensuring my students are embracing their own culture?

How often am I making conscious decisions to ensure students are made more aware of their own culture and history? Are students asked to link material to their own context? Do I bring in examples from their own environment? These are all questions which can help an educator better understand his/her responsiveness to the culture in the classroom.

If you feel you would benefit from a workshop aimed at promoting cultural responsiveness for educators teaching Arabic students, register your interest through the below link:

https://forms.gle/5PNkwVcUoxNZK62N6