Culture Quest

Embark on a Journey of Cultural Understanding

Culture Quest is an open educational resource (OER) offering immersive, scenario-based learning experiences designed to enhance Diversity, Equity, and Inclusion (DEI) competencies for in-service and pre-service educators. This innovative platform facilitates the development of culturally responsive teaching practices, fostering inclusive classroom environments across diverse educational contexts.

Get in touch

Dive into our interactive storytelling platform and navigate the complexities of cultural diversity. Each choice you make will deepen your understanding and prepare you to create truly inclusive classrooms.

Why Culture Quest?

  • Engage with lifelike scenarios that mirror real classroom challenges

  • Make impactful decisions that shape inclusive learning environments

  • Gain invaluable insights into diverse cultural perspectives

  • Develop critical skills for fostering equity in education

Open Education Resource (OER)

This OER is intended for use by:

  • Preservice teachers

  • Educators in training

  • Experienced teachers seeking to enhance their DEI skills

Our Mission

We aim to equip educators with the knowledge and skills necessary to create welcoming and equitable classrooms for all students. By experiencing our scenarios, you will gain practical strategies to foster an inclusive culture that respects and celebrates diversity.

Developed and Maintained by

  • Sai Gattupalli, Lead Developer and Advisor, UMass Amherst

  • Rinchen Khar, UMass Amherst

  • Celine Mudahakana, UMass Amherst

  • Dr. Meghan, UMass Amherst

  • Mia Schrange, University of Wuppertal

  • Eva Lembke, University of Wuppertal

  • Janina Dickert, University of Wuppertal

  • Tobias Becker ,University of Wuppertal

Choose a scenario

Scenario

The Language Barrier Bridge

Context

You are Ms. Johnson, a new middle school English Language Arts teacher. It's the third week of the school year, and you've just been informed that a new student, Wei, will be joining your class tomorrow. Wei and his family recently moved from China, and he speaks very limited English.

Challenge

Your task is to integrate Wei into the classroom, ensuring he can participate in lessons and interact with peers, despite the language barrier. Your decisions will impact Wei's academic progress, social integration, and the overall classroom dynamic.

  • Three scenario decision points are presented

  • Take 5 minutes to read and assess all options.

  • Ask Yourself: What is the effective and optimal way to perform this action?

Decision Point 1: First Day Introduction (5 minutes)

It's Wei's first day in your class. How do you introduce him to the other students?

Option A:

Ask Wei to introduce himself in English.

Option B:

Use a translation app to help Wei introduce himself.

You use a translation app on your phone to help Wei introduce himself, translating his words from Mandarin to English for the class.

Option C:

Pair Wei with a bilingual student to assist with introduction.

You ask Li, a bilingual student fluent in both Mandarin and English, to help Wei introduce himself to the class.

Decision Point 2: Lesson Participation (5 minutes)

It's time for a lesson on poetry analysis. How do you ensure Wei can participate?

Option A:

Modify all assignments for Wei's English level.

You create a separate, simplified version of the poetry assignment for Wei, focusing on basic vocabulary and concepts.

Option B:

Use visual aids and gestures to support regular lessons.

You incorporate more visual elements into your lesson, using pictures, diagrams, and gestures to convey meaning alongside your usual teaching.

Option C:

Arrange for a teaching assistant to work one-on-one with Wei.

You coordinate with the school administration to have an ESL teaching assistant work directly with Wei during your lessons.

Decision Point 3: Peer Interaction (5 minutes)

You want to foster positive interactions between Wei and his classmates. What approach do you take?

Option A:

Assign group projects with mixed language abilities.

You create diverse groups for a project, ensuring Wei is in a group with students of varying English proficiency levels.

Option B:

Organize a cultural exchange day in class.

You dedicate a class period to cultural exchange, where students, including Wei, can share aspects of their cultural backgrounds.

Option C:

Encourage students to learn basic Mandarin phrases.

You introduce a "phrase of the day" activity, where the class learns a new Mandarin phrase each day to communicate with Wei.

Reflection Questions (10 minutes)

Ask yourself

  1. How might your chosen approaches impact Wei's sense of belonging in the classroom?

  2. What are the potential benefits and drawbacks of each decision for Wei and the other students?

  3. How do these decisions align with principles of inclusive education?

  4. In what ways could your decisions affect the long-term language development and academic success of Wei?

  5. How might your approaches influence the cultural awareness and empathy of the other students in the class?

Additional Resources

  1. [Link to research on second language acquisition in classroom settings]

  2. [Link to best practices for supporting English Language Learners]

  3. [Link to cultural sensitivity training for educators]

  4. [Link to strategies for creating inclusive classrooms]

  1. [Link to research on second language acquisition in classroom settings]

  2. [Link to best practices for supporting English Language Learners]

  3. [Link to cultural sensitivity training for educators]

  4. [Link to strategies for creating inclusive classrooms]

  • Ms. Johnson - 3rd Grade Teacher

  • Sarah - Student of Irish heritage

  • Principal Adams - School Principal