The effect of culture on learning

The effect of culture on learning

            In today’s globalized world, a classroom will often consist of students from a variety of different cultures. Due to the significant variations between cultures, it is important for us as future teachers, to consider how these cultural differences influence student learning.

            Children from different cultures will often differ in their non-verbal communication. Comprehension and expectations of facial expression, body language, tone of voice, physical touch and so on will be different for students depending on their culture. In some cultures, eye contact, for instance, is considered a sign of disrespect and aggression. If we, as teachers, are not aware of these differences, we can unknowingly hinder a student’s learning.

            Cognitive styles have also been found to differ between children from different cultures. Children from different cultures appear to obtain, process and assess knowledge differently.

If as teachers we do not consider the different cognitive styles of students from different cultures, we can cause students to experience “cognitive and emotional conflict, poor academic performance, and low self-esteem” (Baruth & Manning, 1992).

            It is important to note that although culture can greatly impact a child’s learning, all children from a specific culture cannot be grouped into the same learning style. As teachers, we cannot assume that all children from one culture will have the same cognitive style or same understanding of non-verbal communication. That is to say, there exist intra-cultural differences within cultures that teachers must consider when dealing with individual students with the same culture, as well as those from differing cultures.

            Culture plays a huge role in an individual’s learning skills and learning environment. As such, if not considered, it can interfere with a student’s learning. When teachers consider cultural backgrounds, they are able to create better learning environments for children based on their needs, ultimately setting the conditions for all children to learn.

ReferenceBaruth, L.G. & Manning, M.L. (1992). Multicultural education of children and adolescents. Boston: Allyn & Bacon.

Rishima Talwar