A sense of belonging promotes knowledge acquisition by fostering a positive learning environment, supportive of risk taking and emotional safety (Johnson-Myers, 2020). As a prerequisite for learning, especially for adult newcomers, belonging suggests cultural recognition, fairness, and representation. ESL classrooms are largely representative of the multiculturalism present in Canadian society, and as a result, what happens inside the ESL classroom can mirror newcomer journeys in society.
A sense of belonging is an outcome of strategies used to implement diversity, equity, and inclusion in the ESL learning environment. According to Johnson-Myers (2020), diversity can be viewed as a wide range of backgrounds, identities, languages, and educational histories that help shape classroom participation and individual learning styles. Equity in the ESL classroom can be accomplished by providing tailored supports based on student needs that consider individual trauma, literacy gaps, technology limitations, or disability. Inclusive instructional practices ensure every learner feels represented and valued and can participate in the learning environment.
Reflect on your own instructional practices. Do they promote a sense of belonging and encompass values of diversity, equity, and inclusion? Johnson-Myers (2020) suggests an educator’s instructional practices should include representation in materials. Do learners see their own languages, cultures, and experiences reflected in the readings? Do you offer accommodations and flexible pathways to show learning and adjust expectations based on unique learner needs? Do learners have a voice and opportunities to express themselves through peer-teaching opportunities, choices in topics, cultural exchange journals, or culture walls (Luther, 2023)?
As you reflect on your own instructional practices, consider any unconscious bias you may have. Unconscious bias is oftentimes automatic and invisible; this is a normal human experience which is formed based on previous life experiences (Safir, 2016). To challenge unconscious bias, reflect on your biases and past experiences, challenge assumptions, and broaden learning materials to promote values rooted in equity, diversity, and inclusion (Safir, 2016).
An equitable learning environment boosts learning outcomes by encouraging learner participation, improved comprehension, increased confidence and retention, and reducing barriers to learning and promoting positive social-emotional development (Brouge, 2023).
If you are looking to deepen your DEI practice in language teaching, TESL Ontario offers a specialized skills certificate course for ESL educators; DEI Essentials for Language Educators: Promoting and Belonging.
References
Brouge, N. (2023). Exploring the Benefits of Inclusion. Getofficely.com; Officely. https://getofficely.com/blog/exploring-the-benefits-of-inclusion
Johnson-Myers, T. A. (2020). A Guide for Inclusive Teaching | Faculty of Education. Queensu.ca. https://educ.queensu.ca/community/equity-diversity-inclusion-decolonization-indigenization-accessibility-and-anti-racism/Guide-for-Inclusive-Teaching
Luther, M. (2023). How to Create a Classroom Culture Wall. Edutopia. https://www.edutopia.org/article/building-strong-classroom-culture-high-school/
Safir, S. (2016). 5 Keys to Challenging Implicit Bias. Edutopia; George Lucas Educational Foundation. https://www.edutopia.org/blog/keys-to-challenging-implicit-bias-shane-safir
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