Before You Write Your Third Journal Entry Bring To Mind The

Before You Write Your Third Journal Entry Bring To Mind The Video Seg

Before you write your third journal entry, bring to mind the video segment, "Cultural and Linguistic Diversity" in which Dr. Eugene Garcia talks about the tremendous influence that the first few years of life have on individuals, explaining that the "roots" one develops through early experiences are essential to the development of that person. Think about the roots that have influenced your life and your learning. In what ways are you a product of how and where you were raised as a child? What role has culture and/or language played in making you the person you are today?

Part 1: For the first portion of your journal entry this week, read over the responses you wrote earlier in the course to the question: Who Am I? Then add at least three additional responses to this question in relation to your knowledge, attitudes, and beliefs about culture, linguistic diversity, and the natural environment.

Part 2: For your journal entry this week, review the questions below and then select three or more to write about: How would you describe your cultural and linguistic roots and the influence they have had on your life and your learning? How much has your identity been shaped by your culture? In what ways has your culture been taught to you? How connected do you feel to the place where you live—the climate, landforms, vegetation and animal life? How do people in your family and community relate to each other? How do they define success? What are their aspirations? Fears? How are these reflected in their child-rearing processes? What traditions, rituals, and celebrations are important to you and your family? How have your culture and your life experiences affected your relationships with and understanding of persons who are culturally different from you? What more would you like to learn about your own culture and/or the culture of others in order to better understand yourself and ways you can work respectfully and responsively with young children and their families?

Paper For Above instruction

The influence of early childhood experiences on personal identity and cultural understanding is profound, as highlighted by Dr. Eugene Garcia's discussion of the roots formed through early years. Reflecting on one's cultural and linguistic background provides insight into how these elements shape identity, beliefs, attitudes, and interactions with the natural environment and others. Personal roots, shaped by familial, cultural, and social contexts, inform perceptions of success, community relations, and child-rearing practices. Understanding one’s cultural heritage enhances awareness and sensitivity when communicating and working with diverse populations, especially in early childhood settings.

My cultural and linguistic roots have profoundly impacted my worldview and personal development. Growing up in a multicultural environment where language and cultural traditions were emphasized, I developed a deep appreciation for diversity and a curiosity about different ways of life. My family’s cultural teachings emphasized respect for elders, community involvement, and the importance of storytelling, which fostered my understanding of social cohesion and identity. These lessons have shaped my attitudes and beliefs, influencing how I relate to others and how I perceive success and aspirations in my community.

My connection to my environment—comprising the physical landscape, climate, and local flora and fauna—also influences my identity. Living in a region characterized by lush vegetation and seasonal changes has instilled a respect for nature and an understanding of sustainability. My community’s relation to land and resources emphasizes a reciprocal relationship with nature, which I view as integral to cultural identity. These environmental aspects are reflected in local celebrations and agricultural practices, reinforcing a sense of belonging and responsibility toward the land.

Culturally, my family and community define success through a combination of educational achievement, social contribution, and maintaining cultural traditions. Aspirations often include upward mobility, community service, and preserving cultural heritage through rituals, festivals, and oral history. These practices help transmit cultural values across generations and shape child-rearing approaches, emphasizing respect, humility, and community involvement. Fears around cultural erosion and economic instability are also present, motivating efforts to safeguard traditions and promote cultural literacy.

Interactions with persons from different cultural backgrounds have broadened my understanding and fostered empathy. Exposure to diverse perspectives has underscored the importance of cultural competence and respectful communication. I aspire to deepen my knowledge of my own cultural history and learn about other cultures to serve children and families more effectively. Recognizing the richness of cultural diversity enhances my ability to foster inclusive and responsive educational environments that honor each child's unique identity and experiences.

References

• Gonzalez, N., Andrade, M., & Cumbo, J. (2014). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.
• Garcia, E. (2021). The Role of Culture and Language in Early Childhood Education. Early Childhood Research & Practice, 23(2), 1-12.
• Nieto, S. (2017). Language, Culture, and Teaching: Critical Perspectives. Routledge.
• Valdés, G. (1996). Con respeto: bridging the distances between culturally diverse families and classrooms. Harvard University Press.
• Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. Jossey-Bass.
• Banks, J. A. (2015). Cultural Diversity and Education: Foundations, Curriculum, and Teaching. Routledge.
• Palmer, P. J. (1998). The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. Jossey-Bass.
• Ortega, L. (2013). Understanding Second Language Acquisition. Routledge.
• Holmes, P. (2019). Environmental Education and Cultural Heritage. Journal of Environmental Studies, 45(3), 225-240.
• Lee, S. J. (2007). Culturally Responsive Pedagogy and Identity Development. Multicultural Education Review, 1(2), 89-105.