Glen Education Glover Street

Glen Glover Educational Team Reflection

By Jin Yan

Reflecting on Language, Culture and Identity in Practice

Earlier this term, I had the opportunity to attend the Early Childhood Language Program Forum with early childhood teacher Rachael and Mandarin language teacher Olina. It was a valuable and inspiring experience that prompted deep reflection on the connections between language, culture and identity in our teaching practice.

The opening keynote by Anthony Semann was particularly powerful. He reminded us that children don’t need perfect educators—they need ones who are present, honest and brave. He encouraged us to bring our whole selves into the classroom and be proud of our identities. This message deeply resonated with me, especially as a new immigrant and someone who speaks English as a second language. I was reminded that my language, culture and lived experience are not something to hide—they are something to lean into. By doing so, I can support children to feel confident and proud of who they are too.

Another important reflection came from the discussion around how language and identity are deeply intertwined. I realised that rather than separating myself from what I teach, I can embed authenticity by sharing real stories from my own upbringing and culture—beyond traditional festivals or surface-level stereotypes. It’s a shift toward a more meaningful and personal way of honouring diversity.

Embedding Inclusion in Everyday Teaching

The nature play workshop also reminded me that cultural responsiveness isn’t only about what we teach, but how we teach. Using simple and accessible language in context—like repetitive words or actions—helps ensure that all children, regardless of their home language or cultural background, can participate meaningfully in the learning experience.

One language teacher’s suggestion to use verbs rather than nouns also stood out to me. Verbs are easier to demonstrate through gestures and movement, making them more inclusive for children who are still developing their English or home language skills. This approach allows children to actively engage with the target language and the learning environment, no matter their cultural or linguistic background.

By intentionally choosing language that is clear, inclusive, and grounded in children’s lived experiences, we are making learning more equitable. It’s a way of saying: your voice belongs here, your way of learning matters, and you don’t need to have the "right words" to be included.

Cultural responsiveness is embedded not only in what we teach, but in the small decisions we make moment-to-moment—adapting our language, recognising different ways of communicating, and creating safe spaces where every child can connect, contribute and feel confident.