Valuing Every Child: Language, Culture, and the Challenge of Bias

Professional Learning Community
1

The National Association for the Education of Young Children (NAEYC, 2011) emphasizes that educators should honor the unique relationship between each child and their family, recognizing that children thrive when supported within their familial, cultural, and community contexts. By respecting each child’s culture, language, and family structure, educators foster inclusive, nurturing, and engaging environments in which all children feel valued (NAEYC, 2011). This prompts an important question: how do educators make children feel valued and show respect for their language and culture?

Over the past decade, research has suggested that teachers are more likely to rate Black students as displaying poorer classroom behavior and lower levels of academic engagement than White students. It is possible that Black students receive lower ratings because their observed classroom behavior differs from that of their White peers (Downey & Pribesh, 2004). Are we biased toward people who do not look like us? Are we biased when we expect a Korean student to excel in math? Do we assume a child who speaks with an accent needs academic support?

About 22 percent of U.S. children ages 5 to 17 speak a language other than English at home, a rate that has more than doubled in the last 30 years (Administration for Children and Families, 2017). Because language is shaped by cultural context beyond its literal words, individuals from different cultural backgrounds may interpret the same expressions in different ways (Wenying, 2000). Children who are still learning English may understand the overall task but miss key words such as before, after, under, or between, which can interfere with their ability to follow multi-step directions. In addition, cultural differences in language norms—such as expectations for eye contact, volume of speech, or when it is appropriate to speak—may shape how children communicate with adults and influence teachers’ interpretations of engagement or respect. As a result, a child may appear inattentive or noncompliant when they are actually confused by language, tone, or unfamiliar classroom expressions.

When bias is present and educators lack an understanding of a child’s background, it becomes difficult to truly support the child. Without recognizing that each child’s language and culture accompany them into the classroom every morning, educators risk misinterpreting behavior, communication, and engagement. In this context, it is important to ask whether the NAEYC Code of Ethical Conduct can truly be upheld if children’s linguistic and cultural identities are not fully acknowledged and respected.

At ĀYŌDÈ, we’d love to hear from you! Do you have ideas or reflections to share?

Resources:

Administration for Children and Families. (2017). Policy Statement On Supporting The
Development Of Children Who Are Dual Language Learners In Early Childhood Programs. U.S.
Department Of Health And Human Services.

Downey, D. B., & Pribesh, S. (2004). When Race Matters: Teachers’ Evaluations of Students’ Classroom Behavior. Sociology of Education, 77(4), 267–282. https://doi.org/10.1177/003804070407700401

National Association for the Education of Young Children (NAEYC). (2011). Code of
ethical conduct and statement of commitment. https://www.naeyc.org/resources/position-
statements/ethical-conduct

Wenying, J. (2000). The relationship between culture and language. ELT Journal, 54(4),
328–334. https://doi.org/10.1093/elt/54.4.328

2

Making children feel valued begins with self-reflection. Before we can honor children’s identities, we must examine our own assumptions, challenge ourselves to consider how perception shapes evaluation. If teachers are more likely to rate Black students as less engaged, we must ask, what behaviors do we define as “engaged”? Who decided that quiet equals compliant or that eye contact equals respect? Ongoing bias reflection through journaling, peer dialogue, or professional learning communities is essential to ethical practice. Valuing language as an asset, not a deficit with 22% of U.S. children speaking a language other than English at home multilingualism should be viewed as a strength & point of engagement where educators can learn key phrases in students’ home languages, invite families to share songs, stories, or traditions, display multilingual labels and books in the classroom, check for comprehension by modeling & demonstrating rather than repeating louder. When children see their language represented, they see themselves represented.

Interpreting behavior through a cultural lens; As Wenying Jiang (2000) notes, language is shaped by cultural context. Differences in eye contact, volume, turn-taking, and proximity are cultural not behavioral deficits.

Instead of asking, “Why is this child not participating?” we might ask, is the participation structure culturally familiar? Is the child processing language? Have I made expectations explicit?

The NAEYC Code of Ethical Conduct calls us to respect the dignity & worth of every child & family. That respect is incomplete if we overlook linguistic identity or cultural norms. Ethical teaching requires building authentic relationships with families, seeking to understand before correcting, & viewing differences as diversity, not deviation.

Perhaps the deeper question is not “Are we biased?” but “What systems have shaped our expectations?” Bias is often implicit & shaped by schooling, media, & societal narratives. The work is not about guilt, it is about growth. Children feel valued when their names are pronounced correctly, their stories are invited, their ways of communicating are respected, their strengths are noticed before their challenges. Creating inclusive classrooms is not an add on, it is foundational to learning.

As a child who’s last name looks Hispanic, with a Pacific Island and Caucasian background, I was constantly told that we weren’t pronouncing our last name correctly. This topic MATTERS & I’m so glad you guys are bringing these tougher subjects to light.

3

I strongly agree. Instead of asking, “Why isn’t this child participating?” we might pause to consider: Is the participation structure culturally familiar?

In some cultures, making direct eye contact with adults is viewed as disrespectful or overly bold, rather than as a sign of confidence or attention. A child who looks down or away while a teacher is speaking may actually be demonstrating respect, not disengagement.

Similarly, nonverbal communication varies widely across cultures. In some communities, children are taught to show engagement through quiet listening, subtle nodding, attentive posture, or thoughtful observation rather than frequent verbal responses. Facial expressions, body language, and even silence can carry different meanings depending on cultural norms.

Understanding a child’s cultural background helps teachers interpret these behaviors more accurately. When we take the time to learn where a child is coming from—the communication patterns valued at home, the norms around adult-child interactions, and expectations about participation—we are better able to distinguish between true disengagement and culturally appropriate behavior. This awareness allows us to respond with cultural responsiveness rather than misinterpretation.