How the Culturally Oriented Methodology Works in Language Education How the Culturally Oriented Methodology Works in Language Education
Наталия Когут | Pixabay

Nurya Valeska Calvillo Paz—an innovator-educator working with educational institutions in Los Angeles and Tennessee, author of the Integrated Learning & Cultural Engagement platform—discusses why traditional teaching methods reduce the effectiveness of American schools, how to boost immigrant achievement, and how her work aligns with the priorities of the U.S. Department of Education.

In 2025, the U.S. is home to over 52 million immigrants, and this number is rapidly growing. More than 5 million people served by the country's education system do not have sufficient proficiency in the English language. This poses a serious challenge for educators: immigrants need more time for adaptation, and because of this, they find it harder to learn the language at the start than other students. Traditional teaching methods do not account for cultural and emotional barriers. Nurya Valeska Calvillo Paz has contributed to addressing this challenge—in several U.S. educational institutions, she has become a key contributor to improving the way English as a Second Language is taught. She told us how her "language through culture" approach is influencing classroom practices in institutions such as LA Academy and Ooltewah High School, and why this is critically important for the integration of immigrant communities.

— Nurya, you work with students in several U.S. educational institutions and are involved in implementing culturally oriented education. What, in your opinion, is the main reason for the ineffectiveness of traditional approaches in American schools? Why are changes critically important?

The main problem is that traditional methods view language learning as a mechanical process, detached from the student's identity. In the U.S., immigrants do not just learn the language; they often go through a difficult adaptation. When the curriculum does not reflect their experience or ignores cultural identity, it causes anxiety and resistance in the individual.

My experience in the Los Angeles Community College District showed that we must create an environment where a student's cultural background is perceived not as a deficit, but as an asset. The system's main failure is the lack of emotional support and cultural context, which prevents students from fully realizing their potential.

— Your Integrated Learning & Cultural Engagement platform proved so effective that it began to be implemented in several educational institutions in the Los Angeles area and in schools in Tennessee. How does the "language through culture" principle work?

My platform is based on the conviction that language cannot be separated from culture. We use Multimedia-Based Learning to integrate language with historical narratives.

To this end, the podcast "Exploring U.S. History" was created, in particular. Instead of dry textbooks, we use storytelling to study the country's history. This helps students better understand the cultural code of American society and simultaneously learn vocabulary in a diverse context. The main thing is that this creates a safe space that helps students overcome fear and start speaking confidently.

— Culture and history are inextricably linked, and in the case of immigrants, the history of both the place they arrived in and the places they came from is of great importance—all this creates the context in which a person begins to learn a new language. The podcast "Exploring U.S. History," which you use for teaching, is available not only in the schools where you work but also has an international audience. Why did you choose this format?

It certainly solves the problem of accessibility and equality—access to learning materials is gained by those who cannot attend classes or need additional practice. People can interact with the language and culture at any time. Furthermore, these learning materials are free and accessible to immigrants worldwide—which is why the podcast has reached an estimated audience of up to 150,000 listeners in different countries and continues to grow.

I am confident that quality education should not be confined to the physical walls of the classroom. Digital resources give immigrants more mobility and, therefore, confidence. This is a great resource for successful integration.

— Your methodology has proven its effectiveness: this includes a 30–45% growth in achievement and a 60% growth in student participation in communication. Why do students trained with this methodology end up speaking more and remembering more? In simple terms, why does it work?

Yes, the raw data showed that students' listening and vocabulary scores increased, and their engagement and confidence improved, and here is why: they start speaking actively because they feel safe and see that their opinion is valued. I also want to note the stable growth in course completion, meaning people do not drop out despite adaptation, work, and personal worries.

— You not only work with students but also conduct training sessions for teachers and support schools in implementing your methodology. What do you see as your mission, and what, in your opinion, should still be changed in the traditional system?

My mission is not limited to my classroom. To change the system, educators must be trained. I have already conducted four training sessions in the U.S. to show teachers how to integrate digital tools and cultural context into work with students. Over time, the education system is increasingly realizing that a one-size-fits-all approach is not feasible for all students from all groups—our background and life difficulties greatly affect our ability and opportunity to learn.

— Your work is closely linked to the priorities of the U.S. Department of Education. One of them is the call for equality in education, and your approach directly speaks to the same issue. It helps immigrants gain access to quality education, and subsequently—to higher education and the job market. Is it correct that everything begins with language?

Yes, indeed. Without a good command of the English language, an immigrant cannot enroll in a university or find a good job. My methodology helps narrow the achievement gap and promotes the integration of immigrant communities. This is not just teaching English, but an investment in the social and economic stability of the country and its residents. The long-term vision is to make this model nationwide and permanently change the attitude toward immigrants.