Sociocultural and Political Factors Affecting Language Development - California Teacher of English Learners (CTEL)

Teaching foreign language acquisition tends to take place in diverse classrooms. It is especially important in these settings to be educated and sensitive to the cultural and social factors influencing students in your classroom. Different cultures have different expectations of a classroom setting, and of the relationship between teachers and students, to treat all students in a homogenous way, and to aggressively press a uniformity of accent, is deleterious to the kind of individualized attention required to facilitate fluency in a foreign language.

Teaching foreign language acquisition tends to take place in diverse classrooms. It is especially important in these settings to be educated and sensitive to the cultural and social factors influencing students in your classroom. Different cultures have different expectations of a classroom setting, and of the relationship between teachers and students, to treat all students in a homogenous way, and to aggressively press a uniformity of accent, is deleterious to the kind of individualized attention required to facilitate fluency in a foreign language.

Teaching foreign language acquisition tends to take place in diverse classrooms. It is especially important in these settings to be educated and sensitive to the cultural and social factors influencing students in your classroom. Different cultures have different expectations of a classroom setting, and of the relationship between teachers and students, to treat all students in a homogenous way, and to aggressively press a uniformity of accent, is deleterious to the kind of individualized attention required to facilitate fluency in a foreign language.

Teaching foreign language acquisition tends to take place in diverse classrooms. It is especially important in these settings to be educated and sensitive to the cultural and social factors influencing students in your classroom. Different cultures have different expectations of a classroom setting, and of the relationship between teachers and students, to treat all students in a homogenous way, and to aggressively press a uniformity of accent, is deleterious to the kind of individualized attention required to facilitate fluency in a foreign language.