Creating a multicultural and inclusive classroom is harder than one may expect. As Jim Cummins says, “It is hard to argue that we are teaching the whole child when school policy dictates that students leave their language and culture at the schoolhouse door.” (Cummins et al., 2006, p.5) This is becoming more important due to the newest addition in the Teaching Quality Standards that mandates the inclusion of FNMI content and history, as well as the recent surge of refugees immigrating to Canada. You may be wondering how to teach new content to all students while also navigating a classroom with multiple literacies. Therefore, we created this literacy pack that can be modified for all grade levels, while also aligning with the Program of Studies, including reading, writing, speaking, listening, viewing and representing. This resource is designed to create a culturally inclusive classroom through the continuous teaching of acceptance and self-love through identity texts.
To begin, because identity text creation has the power to touch on all of the English Language Arts forms and functions, it is a useful tool that teachers should utilize in their classrooms. Iris, a young black girl describes not knowing who you are “as the worst feeling in the world” (Muhammad, 2012, p.207). As teachers, we want to avoid our students ever feeling like they are unworthy or unloved. Gholnecsar E. Muhammad suggests that having students write daily in meaningful ways alongside their teacher, as we as evaluating and critiquing one another’s writing are some steps that can be taken for immediate implementation of text creation (p.210). Another way that students can create identity texts, as suggested by Rowsell and Pahl (2011), is to have them use objects of meaning as the modality for storytelling (p.134). These objects are important because they are closely tied to the home and family, which is where students typically draw their identity from (Rowsell & Pahl, 2012, p. 134). Rowsell and Pahl also claim that students who have suffered a loss of home, such as refugee students or immigrant students, have an altered sense of identity because this experience has shaped who the student is (p. 135). Canadian Diversity (2017) has documented refugee children as having a hard time making friends, being subjected to bullying and racism, as well as being discriminated against by teachers. One solution to this discrimination and bullying that refugee students face is to tell stories to their peers through personal or cultural objects, which Rowsell and Pahl (2011) claim builds a sense of community and makes students understand each other. They also state that “This approach can also be used to foster listening between students and teachers so that students whose voices are less heard in the classroom can claim space.” (Rowsell & Pahl, 2011, p.145). It is when students begin to understand and respect one another as well as themselves that the classroom can begin to feel like a community.
Through our research on refugee, ELL, immigrant and FNMI students, we have found that the creation of identity texts helps students to feel included, welcomed and safe within their classroom. Teacher’s genuine interest in previous life experience and identity allows students to feel more comfortable sharing their stories and accepting their differences. It is essential for educators to allow students who speak more than one language to have the opportunity to write in multiple languages. Encouraging these students to create dual-language identity texts, helps them build self-confidence while appreciating their background. “Students write initial drafts of stories in whichever language they choose, usually in their stronger language. Thus, newcomer students can write in L1[language 1] and demonstrate not only their literacy skills but also their ideas, feelings and imagination to teachers and other students.” (Cummins et al., 2006, p.6). This citation is demonstrated through the personal experience of Hira, a grade 5 ELL student “When I am allowed to write stories in Urdu, I feel very comfortable because when I write English its difficult for me.” (Cummins et al., 2006, p.8). In addition, research has also shown trauma has a major impact on learning. According to Amea Wilbur, “Students with trauma have difficulty engaging, focusing and sometimes have awkward social skills” (Wilbur, 2017. p.7). As an educator, it is important to be aware of some of the behaviours associated with students who have experienced trauma. These can be identified as absences from class, withdrawal from participation, lack of focus and dramatic changes in progress. Not being afraid to listen to their students’ stories, creating a safe and welcoming environment, as well as ensuring students feel respected and listened to is a key first step in creating an inclusive classroom community. However, educators need to be mindful that students will open up about their trauma when they are ready. It is our responsibility to give them a safe space to do so, not force them to tell their stories. Keeping this in mind as teachers, in our classroom, we should strive to provide all students with the power of choice in selecting how they wish to express themselves. In conclusion, the end goal is to create an inclusive multicultural classroom community. Identity texts have the power to do so when implemented correctly. Not only will these strategies contribute to the classroom community but they will also help develop reading, writing, listening, and speaking skills. As teachers, we constantly encounter new students with a new set of needs and it is our job to welcome them with open arms. Being a student comes with all sorts of pressures and challenges, we want to help minimize those by creating a safe and comfortable environment for students to express themselves and grow as individuals while still appreciating where they came from. We hope the books and activities in this literacy pack provide you with the tools necessary to confidently create an inclusive and culturally accepting classroom.