Supporting Teaching and Learning in Schools NVQ Level 3

STL35 Support bilingual/multilingual pupils

K8 How aspects of culture, religion, upbringing, home and family circumstances
and emotional health could affect the pupilsâ learning and how to respond to thes
e
The difference in life experiences between culture - the worlds in which childre
n live - do not all share the same beliefs and attitudes nor do they emphasize t
he same skills. Staff must be fully aware of the differences between children -
their experiences, their beliefs, their traditional practices in order to help t
hem learn..
Learning styles differ from culture to culture or from background to background.
What may be deemed acceptable in one culture may be forbidden in another, eg le
arning in most African & Asian societies is very formal and controlled. Children
are normally discouraged from voicing their own opinions. Additionally, most pa
rents, teachers and other mentors enforce strict discipline during the learning
process. However, in other developed countries such as the US, learning occurs i
n a less controlled environment as parents, teachers and other mentors allow chi
ldren time to participate actively in the learning process.
Learning habits also depend on the nature of a particular environment. For insta
nce, some cultures or areas may have deep respect for acquiring knowledge. It is
also common to find that such cultures normally have a better reading culture t
han others. Additionally, children who come from developed parts of the world ar
e usually at a better position to receive information. Developed countries have
more resources than poorer countries; e.g. internet resources, television and li
braries.
For many children, their religion is an important defining characteristic of who
they are. These beliefs may affect their study and learning needs in a variety
of ways, e.g. religious obligations may place barriers to studying (Jehovas Witn
esses), or the ability to access learning eg internet use or dress codes. Under
standing children's faith (or non faith) needs in relation to their learning and
seeking to meet these where reasonable, is an important part of supporting lean
ing for children.
A child's upbringing also has a profound effect on the way they learn, and this
involves many aspects, including opportunities for play and interaction with oth
er children, having access to books and other resources, having the chance to a
cquire a range of skills and interests and experiencing success, achievement, co
nfidence, self esteem and resilience. If a child is brought up in a secure, lov
ing and encouraging environment, they will have a much more positive atttitude t
owards learning. If a child has a healthy life style they will also be much mor
e capable of learning. Families may be a source of positive motivation within a
childâ s life, encouraging them to believe in their abilities, and to have the con
fidence to meet different challenges at schools to facilitate learning.
If a child grows in a negative environment, however, then this will have a detri
mental effect on their learning. eg child abuse or neglect. This leads to the ch
ild having a low self image; an issue that causes them to feel useless, thus hea
vily undermining their ability to learn. Other examples of how a child's learni
ng may be affected by their family circumstances include children who are affect
ed by family breakdown, who are homeless or move home often, and a child who fee
ls displaced by a new baby.
Good emotional health is very important for positive learning expereinces. Ther
e are strong links between childrenâ s emotional well-being and their personal, soc
ial development and academic achievements. However, some children experience me
ntal and emotional health problems which impact on their thoughts, feelings, beh
aviour, learning and relationships eg ADHD. Schools can support children to feel
good about themselves by providing a happy, safe, supportive and secure environ
ment.
To help overcome these barriers to learning, I make sure that I know as much abo
ut each child I work with and their personal circumstances. I try to tailor my
approach to each child when supporting their learning. I buile up q positive re
lationship with each child based on trust and respect. I use praise and encoura
gement to motivate the children and to increase their self esteem and confidence
.