Ministry of higher and secondary special education uzbekistan state university of world languages department of theoretical sciences of english language

Connecting concepts to student life
After selecting material that makes sense, the next step teachers should take is to create concepts that relate to students' lives. English learners in particular were undervalued in schools and, as Meija explains, probably went through a process of acculturation, where they were forced to adapt to cultural norms that were not their (2014). Not only do these students have to learn a whole new language, but they also may not feel connected to the content they are learning in class. If teachers can integrate students' linguistic, social or cultural activities into their curricula, students will feel more valued and included in school, which will lead to higher performance (Meija, 2014).
Building a bridge between the standard being taught and students who are members of a given class is not difficult. Teachers can initiate this process by associating it with a current event. Many teachers may not consider how many different English learners they bring to the classroom, and they may be involved in a number of global issues to bring to the classroom. classmates a more personal point of view. Mejia (2014) explains that students enter each classroom with three specific knowledge groups: family, community, and recreation. By listening to at least one of these programs each day, students begin to become interested in them and feel more valued in the classroom, and subsequently academically successful. As she brilliantly concludes, “students can then make sense of the subjects learned in school in relation to their own lives, communities, societies, and humanity” (Mejia, 2014, p. 32).
Teachers are culturally sensitive. The first step in creating this kind of environment in the classroom is to train teachers to be culturally sensitive educators. Villegas profoundly explained the five traits that teachers must master to be the educators our diverse students need (2002).
● The first thing mentioned in his article is that teachers are socially aware, realizing that there are many ways of perceiving the world and that these perceptions are shaped by their position or social order. person.
● The second is that these teachers have a strong belief in the success and happiness of their students from all backgrounds, and consider the resources and knowledge base available to all students. their form offers without seeing their differences as a barrier.
● The third characteristic that Villegas considers is that teachers see themselves as responsible for bringing about change to bring more equity to schools (2002). Teachers must take the lead in this educational movement because if they leave it to the administrators without knowing the individual students, they will ignore it. Students would not be able to have a strong voice on their own without the support of the school community.
● The fourth trait a teacher should exhibit is a genuine desire to connect with and learn about the lives and circumstances of their students and how different students construct their knowledge.
● The fifth and final thing Villegas talks about is to bring them all together and design a daily guide based on these characteristics while building bridges with new, unfamiliar concepts. belonging is introduced in the course (2002).

Villegas (2002) explains that the typical response that teacher training programs have taken to increase diversity in schools is to add some courses in multicultural or urban education. Unfortunately, the implementation of these ideas in the curriculum is still neglected. Instead of educating teachers about the cross-cultural issues that arise in schools, universities should learn to be the best teachers they can be in the diverse communities they will be a part of. Schools should be a place to build community between people from different backgrounds and grow together, not a place that separates and divides students (Villegas, 2002).