Cultural Identity Paper
The Development of Cultural Identities
To understand cultural identities, it is first helpful to understand the definition of culture itself. According
to Diaz-Rico (2013), “culture is the explicit and implicit patterns for living, the dynamic system of
commonly agreed-on symbols and meanings, knowledge, belief, art, morals, laws, customs, behaviors,
traditions, and/or habits that are shared and make up the total way of life of a people, as negotiated by
individuals in the process of constructing a personal identity,” (p. 264). It is this cultural piece of one’s
personal identity that transforms during a transition of moving to a new country. A person’s native
cultural identity continues to exist, but through acculturation, he or she will “adjust to a new or non-native
culture,” (Herrera & Murry, 2011, p. 20).
The way English language learners develop their cultural identities can be described as following “a
sequential series of four phases, which occur over time,” (Herrera & Murry, 2011, p. 20). In a diagram,
these four phases are laid out in a U-shaped curve, and this idea is called the U-curve hypothesis. The
first phase of the U-curve hypothesis is called the honeymoon phase. Students feel excited about their
new adventure in a new country, and are generally happy in this phase. In contrast, the next phase is
called the hostility phase, and during this phase, students can be angry and frustrated. Students may be
irritated by differences between their home culture and the new culture they are trying to learn, and
students may become frustrated with the difficulty of the transition into the new country. The third phase
is called the humor phase, when students do not feel as embarrassed or frustrated with their learning
situation and they are able to find humor in awkward situations. During the humor phase, students are
able to “confront the new cultural environment in more reflective and proactive ways” (Herrera & Murry,
2011, p. 21). The final phase in the U-curve hypothesis is called the home phase. At this time, students
are able to recognize and respect cross-cultural differences. By this phase, students value their crosscultural identity. When students develop their cross-cultural identities, they find a balance that “combines
the values, beliefs, customs, and behavioral patterns of the two groups in a manner that feels comfortable
to the individual,” (Tong, et. al., 2006, p. 203). Tong goes on to describe that students know they have
reached this final phase when the two cultures are no longer competitive, but complementary in the
students’ minds (2006).
The Teacher’s Role
Teachers can support English language learners in the classroom by taking the time to learn about the
cultures of the students. With this knowledge, teachers will better understand the learning styles and
social behaviors of the students. According to Tong, et. al. (2006), it is important to “adjust your teaching
style to match the learning styles of students,” (p. 204). Many times, the teaching styles that took place at
the students’ home schools are different than the teaching styles at schools in the United States. Tong et.
al. continues to describe that at least sixty five percent of the teaching should be done in the students’
preferred way of learning. The remainder of the instruction should occur in ways that are typical of
schools in the United States, this way students become competent in the ways of their new schools, all the
while learning successfully in the ways of their old schools (2006). If a student is not succeeding in the
classroom, teachers should first take into account if the concerns are possibly due to the language or
learning style difference, and should not assume that the student has a learning disability (Tong et. al.,
2006).
Another aspect to consider when teaching English language learners is the differences between the social
and behavioral pieces of various cultures. Teachers should model appropriate social and behavioral
tendencies of the new country, while being accepting of the tendencies that are appropriate in other
countries. Students may act in ways that do not meet the expectations of the classroom, but consider
whether the student is deliberately trying to misbehave or act inappropriately, or if the student is just
trying to learn the social and behavioral norms of their new country (Tong, et. al., 2006). For this reason,
Diaz-Rico suggests that teachers should become familiar with the differences in educational systems,
student expectations, values, beliefs, and practices between the native schools and cultures of the students
in comparison to the schools and cultures in the United States (2013).
Teachers can preserve the cultural identities of students by embracing the cultures of the students in her
classroom. The teacher should learn as much as possible about the cultures of her students, including
learning some basic words and phrases of the students’ native languages (Tong, et. al., 2006). By
learning to communicate with the students in their native languages, students feel welcomed and cared
about, and the connections between the teacher and her students are strengthened. Teachers should also
be cognizant of language-related behaviors (Diaz-Rico, 2013). In other cultures, there could be different
meanings and implications behind some of the facial expressions and body language, so it is important to
become familiar with differences in these behaviors. Diaz-Rico suggests that teachers should learn about
the social customs, holidays, and celebrations of students from other countries. This includes the use of
time and space, how students dress, and how students celebrate (2013). Additional differences should be
noted by the teacher as she learns about her students’ cultures. In some countries, the balance between
the importance of work and play is different than in the United States, where work is valued over play.
Differences in how to handle medical concerns, as well as differences in religion or religious practices,
may vary between people of different cultures, so teachers ought to become familiar the repercussions as
they pertain to the school environment (Diaz-Rico, 2013).
Teachers can positively contribute to the cultural identities of English language learners by making
personal connections with students and helping students who are new to the school or country make
connections with peers. Tong describes the importance of developing personal relationships with
students, adding that even when language barriers exist, a smile means the same thing in all cultures
(2006). Additionally, teachers should “obtain and supply support services for recent immigrant students,”
(Tong, et. al., 2006, p. 206). This includes pairing a new student with a peer who speaks the same
language, therefore providing the new student with a method of communication as well as a friend.
Another suggestion to support recently immigrated students is to utilize group work while teaching so that
new students receive the support of their peers and are not left to work independently. Teachers and
schools should also offer culture clubs to encourage socialization (Tong, et. al, 2006). Most importantly,
Tong, et. al. states that it is important to enjoy the experience of working with English language learners
(2006). Teachers can include these ideas to help make learning a positive and successful experience.
Diaz-Rico, L.T. (2013). Strategies for Teaching English Language Learners (3rd ed.). Boston, MA:
Pearson.
Herrera, S.G., & Murry, K.G. (2011). Mastering ESL and Bilingual Methods: Differentiated Instruction
for Culturally and Linguistically Diverse (CLD) Students (2nd ed.). Boston, MA: Allyn & Bacon.
Tong, V.M., Huang, C.W., & McIntyre, T. (2006). Promoting a Positive Cross-Cultural Identity:
Reaching Immigrant Students. Reclaiming Children & Youth, 14(4), 203-208.