The World is Our Classroom: Navigating Differences in Educational Systems
The World is Our Classroom: Navigating Differences in Educational Systems
For many newcomer English Learners (ELs), the challenge isn't just learning English; it's learning how to "do school" in the United States. Educational systems around the world vary dramatically, and the classroom norms and expectations that seem natural to U.S.-born students can be entirely new for a student arriving from Africa, Southeast Asia, or Mexico. Understanding these differences is the first step toward creating a supportive and effective learning environment.
A Snapshot of Global Educational Differences
Educational systems are shaped by culture, history, and resources. Here are some key differences newcomer ELs may be navigating:
Mexico
Rote Learning and Teacher-Centered Instruction: Mexican education, particularly in rural areas, often emphasizes rote memorization and direct instruction. The teacher is the central authority figure, and students are expected to listen and repeat rather than question or lead discussions (Hamann, 2003).
Structured and Formal Environment: The classroom atmosphere can be more formal and strict. Students may not be accustomed to the casual, collaborative, and student-led activities common in U.S. classrooms.
Collectivist vs. Individualist Values: While Mexican culture is largely collectivist, U.S. schooling often values individual achievement and competition. This can be a challenging shift for students who are used to prioritizing the group's success.
Southeast Asia (e.g., Vietnam, Cambodia, Laos)
High-Stakes Testing and Strict Discipline: Many Southeast Asian countries have education systems that are highly competitive and focused on high-stakes national exams. Discipline is often strict, and respect for teachers is paramount. Questioning a teacher's authority or expressing an opinion that differs from the teacher's is often seen as disrespectful.
Emphasis on Uniformity: Education may prioritize uniformity and conformity. Students are often taught to work quietly and independently, and they may be unfamiliar with the collaborative group work and lively class discussions valued in the U.S.
Limited Technology: While this is changing rapidly, many students from refugee camps or rural areas may have had limited exposure to the technology and digital literacy skills that are now a core part of U.S. curricula.
Africa (Diverse but with some commonalities)
Varying Resources and Class Sizes: The quality of education across Africa is incredibly diverse, but many students may come from classrooms with limited resources, outdated textbooks, and large class sizes. This can make the one-on-one attention and abundant resources of a U.S. school a welcome but disorienting experience.
Teacher-Centric and Formal Instruction: Similar to other regions, many African educational systems emphasize the teacher's authority and a lecture-based style of instruction. Students may be less accustomed to student-led projects, inquiry-based learning, or the expectation to ask questions (Akyeampong, 2009).
Educational Interruptions: For students from regions experiencing conflict or instability, their schooling may have been irregular or interrupted. This can lead to significant academic gaps and social-emotional challenges related to trauma.
Bridging the Gap: Strategies for U.S. Schools and Teachers
Understanding these differences is key, but the real work lies in creating a bridge for newcomer ELs to navigate these new educational norms.
Explicitly Teach the "Hidden Curriculum":
Strategy: Don't assume students know how to "do school." Explicitly teach everything from how to ask a question in class, to the purpose of group work, to the expectations for homework and digital assignments. Use visuals, role-playing, and clear, simple language.
Rationale: The hidden curriculum is a major source of anxiety and confusion for newcomer ELs. Making these unwritten rules explicit reduces stress and empowers students to participate (Weinstein et al., 2004).
Scaffold and Balance Rote Learning with Critical Thinking:
Strategy: Acknowledge that students may be proficient in rote memorization. Start there to build confidence, but gradually introduce scaffolding for higher-order thinking. Use graphic organizers, sentence frames, and think-alouds to model how to analyze, synthesize, and evaluate information.
Rationale: This approach honors students' prior learning while gently introducing them to U.S. academic expectations. It leverages their strengths to build new skills (Echevarria, Vogt, & Short, 2017).
Validate Cultural Norms and Create a Safe Space:
Strategy: Be aware of different cultural expectations regarding teacher respect and student participation. Provide a variety of ways for students to engage, including written responses, drawing, or small group discussions before asking them to speak in front of the whole class.
Rationale: A classroom that respects and validates a student's cultural background lowers their affective filter, making them more willing to take risks and learn (Krashen, 1985).
Connect with and Involve Families:
Strategy: Communicate with families about U.S. school norms and expectations, using interpreters or translated materials. Help them understand the purpose of homework, parent-teacher conferences, and school events.
Rationale: When schools and families work together, students feel more supported, and a consistent message is sent that their educational success is a shared responsibility (Ferlazzo & Hull Sypnieski, 2018).
The diverse educational backgrounds of our students are not a deficit but a powerful asset. By understanding and honoring these differences, schools can transform the back-to-school experience for newcomer ELs from a journey of confusion to a pathway of empowerment and success.
References:
Akyeampong, K. (2009). Revisiting the 'curriculum problem' in African education: An analysis of Ghana's elementary education. Comparative Education, 45(2), 163-176.
Echevarria, J., Vogt, M., & Short, D. (2017). Making content comprehensible for English learners: The SIOP Model. Pearson.
Ferlazzo, L., & Hull Sypnieski, K. (2018). The ESL/ELL Teacher's Survival Guide. Jossey-Bass.
Hamann, E. T. (2003). The educational and life experiences of Mexican immigrant students: An introduction to a special issue. The High School Journal, 86(4), 1-8.
Krashen, S. D. (1985). The Input Hypothesis: Issues and implications. Longman.
Weinstein, C. S., Curran, M., & Tomlinson-Clarke, S. (2004). Culturally responsive classroom management: A framework for teachers. Theory into Practice, 42(4), 269–276.
Suárez-Orozco, C., & Suárez-Orozco, M. M. (2001). Children of immigration. Harvard University Press.