Another important factor that culturally responsive teachers keep in mind is their students' linguistic diversity. To become responsive to linguistic diversity, teachers should familiarize themselves with students' styles of communication, always remembering how challenging education can be for those students whose communication happens to differ from that of the school culture.

Such variant styles of communication can shape in-class interactions as well as personal ones. For example, in a typical classroom, students are expected to listen attentively to their lessons. Afterward, the teacher might ask specific questions, but the students are expected to wait for acknowledgement before responding. When they do respond, students are usually expected to do so in a manner that is concise and to the point, maintaining eye contact, restricting their physical movements, and checking their emotions. By contrast, culturally responsive teachers understand that some groups of students are accustomed to communicating through: Dramatic presentation Conversational and active participatory discourse Gestures and body movement Rapidly paced rhythmic speech Metaphorical imagery

Culturally responsive teachers also recognize that some students organize their ideas differently than do those who are more familiar with the dominant cultural style. For example, students may use topic association or topic chaining, a circular communication style that omits explanations about the relationships between topics. For teachers more accustomed to a straightforward, linear style of communication, it may sound as though the speaker is rambling and failing to complete his or her thoughts or is unable to think logically.

Alfredo Artiles, PhD Professor Division of Curriculum & Instruction Arizona State University

Listen to Alfredo Artiles talk about the importance of recognizing and valuing differing storytelling styles. (Time: 1:34) View Transcript

Keep in Mind Teachers who do not recognize that communicative styles differ might consider interactive styles of communication to be rude and disruptive, requiring disciplinary action. Teachers who judge their way of speaking English to be more correct than the way their students speak (e.g., due to their dialect) might hold inaccurate beliefs about their intelligence and abilities.

Cultural Connection Mr. Bennett realizes that he had made inaccurate assumptions about some of his students based on their communication styles. In order to be more culturally responsive, he makes efforts to: Create a classroom environment that is accepting of all students and respects diversity Learn about the intent behind students' communication rather than reacting negatively to the communication style itself Listen to what students say rather than to how they say it Encourage all students to participate in class discussions and activities

Think about the scenarios outlined below. Try to imagine how culture might influence the following statements. Click on the audio links to hear Donna Ford, an expert in multicultural education, discuss her perspective. Donna Ford Professor of special education and Betts Chair of Education and Human Development Vanderbilt University During class, some students participate in the discussions while others sit silent. Could cultural values and beliefs about sharing personal opinions determine participation? Why or why not?   View Transcript You're engaged in conversation with a student who repeatedly interrupts you. Explain why this behavior could be culturally acceptable for some students. What could you do if this happened in your classroom?   View Transcript While telling a story, a student jumps around from one idea and incident to the next, without consideration of conventional narrative sequence (i.e., beginning, middle, and end). Could this narrative style be based on culture? Why or why not?   View Transcript

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