My Personal Cultural Worldview – Final Reflection

Name: Anhelina Svitlychna

Course: TSL 5525 – ESOL Cultural Diversity

Date: April 18, 2025

This paper is a reflection on how my cultural understanding and teaching practices have

evolved throughout the TSL 5525 – ESOL Cultural Diversity course.

1. Cultural Competence

Starting the course, I thought I had a solid understanding of cultural diversity since I had

moved to another country and had experience teaching ESL/EFL students from across the

globe. However, at the end of the semester, I realized that cultural competence is not just

about recognizing surface-level differences like food or clothing – it involves a deeper

awareness of values, beliefs, communication styles, and social norms that shape people’s

lives. For example, reading “The Myth of the Latin Woman” challenged my assumptions

about how cultural identity and stereotypes can influence a student’s confidence and

classroom participation. It made me reflect on the subtle biases that I might carry, even

unintentionally.

Additionally, the IRIS Peabody Cultural module provided a helpful framework for

understanding how culture affects learning preferences and expectations. It reminded me that

what I consider “good behavior” or “respectful” might be rooted in my own cultural lens. I

now understand the importance of asking questions and listening with an open mind, rather

than assuming I already know what’s best for every student. This course has pushed me to

become more reflective and intentional about how I approach cultural differences in my

teaching practice.
 2. Cultural Proficiency

Over the course of this semester, I have grown from simply being aware of cultural

differences to actively incorporating cultural understanding into my professional practice.

Cultural proficiency, as I’ve come to understand it, means not only recognizing the value of

diversity but also using that knowledge to shape equitable and inclusive learning

environments.

While taking this course, I got a position at UCF Global as an Adjunct Instructor and started

to work in extremely diverse multicultural classrooms, and that became a place for me to

apply all the knowledge I attained in the course. For example, when designing a lesson plan

for my ESL students, I now intentionally incorporate culturally relevant examples, avoid

U.S.-centric assumptions, and consider how different students might interpret instructions or

assignments based on their backgrounds.

One of the most impactful experiences in the course for me was developing a culturally

responsive teaching workshop. In doing so, I had to translate theory into practice – what does

it mean to support EFL students while also respecting their cultural identities? After

completing this assignment, I realized how valuable it would be to conduct such workshops

for other educators in the future.

3. Cultural Responsiveness

This semester helped me see cultural responsiveness as an ongoing mindset, not just a

teaching strategy. While I always tried to respect my students’ backgrounds, I now focus

more on designing lessons that reflect their cultures, voices, and ways of learning. My

experience working with international students at UCF Global really deepened this

understanding. I once substituted a Cross-cultural communication class, where I had students

approached group work, eye contact, and classroom discussions.

Thanks to what we’ve learned in this course, especially the IRIS Peabody modules and

cultural case studies, I now see these differences not as challenges but as opportunities for

learning and development. I’ve become more flexible with participation expectations, allow

for different communication styles, and include culturally relevant examples in lessons. This

shift has helped me connect better with students and create a more welcoming environment

for everyone.

4. Personal Cultural Worldview

Before this course, I viewed culture mostly through the lens of national identity – where

someone comes from, what language they speak, or what holidays they celebrate. Now, I see

culture as something much deeper, layered with beliefs, communication styles, values, and

worldviews that shape how people learn, interact, and make sense of the world.

My work at UCF Global allowed me to apply this new perspective in real classrooms. I’ve

learned not to assume I understand a student’s culture based on their nationality. Instead, I

now see each learner as shaped by many influences – family, religion, and personal

experiences – and practice cultural humility, especially when views on time, authority, or

participation differ from mine.

One of the most personal transformations I’ve experienced relates to my attitude toward

Russians. Due to the war and my own background as a Ukrainian, I used to judge Russians

based solely on nationality. However, this course – and my daily interactions with diverse

students – taught me to look beyond national labels and consider individual stories. Now, I

approach each person with empathy and curiosity, trying to understand their personal context
rather than assigning blame or assumptions based on where they come from. This shift has

made me not only a more culturally responsive teacher but also a more compassionate human

being in general.

5. When Humanity Trumps Culture

While I have gained a deep respect for cultural differences, this course also reminded me that

certain situations call for prioritizing basic human dignity over cultural norms. For example,

if a student's cultural background normalizes practices like gender discrimination or corporal

punishment, I believe it’s my responsibility as an educator to advocate for the student’s safety

and rights. Respecting culture does not mean accepting harm.

Through readings like Reading Lolita in Tehran, I saw how standing up for individual

freedom can require challenging oppressive cultural expectations. The One World, Many

Cultures selections also highlighted moments when global values like justice and compassion

must override local traditions. In my classroom, I would always strive to approach these

moments with empathy, but also with a firm belief that every student deserves respect, voice,

and protection, regardless of culture. In these cases, humanity must come first.