Supporting Cultural Identity In Language Acquisition Of Early English Language Learners

Understanding cultural elements is as important as understanding language. It is a known fact that early childhood age is the most suitable time to start second language learning. The learning of another language provides the most effective tool for penetrating the barrier of a single language and a a single culture. As a result, this study is intended to discuss how teachers can support culture in the language acquisition of early ELLs. Notably, Shepard (2004) stated that teachers as social beings construct the world of teaching and learning according to their values and dispositions. With that in mind this study attempts to provide regular education teachers with research-based evidence of strategies and activities that will help ELLs in their language acquisition. The relationship between language and culture will also be pointed out, thus, providing teachers with initial steps for accommodating English language learners (ELLs) in their classrooms and providing a culturally responsive environment that caters to the needs of the diverse learners. Additionally, strategies for supporting and integrating culture in language acquisition in the classroom will be described. The study recommended that teachers of ELLs should support culture in the language learning and development of the learners.