As a former teacher in Sri Lanka, I have always been intrigued by my students’ diverse abilities. Over the years I have taught language and literature,  I have realized that the classroom is not just a space for imparting language skills but a vibrant community where social capital plays a major role in shaping the learning experience.

 In the context of my classroom, this translated to collaborative learning and building a culture of mutual respect and support for each other’s differences in understanding the lessons. Various engaging and creative group activities helped me achieve this, and I aimed to ensure that all students felt valued and included regardless of their linguistic, cultural, or socioeconomic backgrounds.

One of the key challenges I faced was addressing the varying language proficiencies within the classroom. Some students in my English classes could speak the language fluently. In contrast, others needed help applying it in practical situations, such as when they had to discuss the content with other teachers. I implemented differentiated instructional strategies to cater to the individual needs of students. Another critical element of developing social capital is building trust. To achieve this, I deliberately tried to create a classroom environment where students felt comfortable expressing themselves without fear of being judged or humiliated. In my classroom, this involved encouraging students to assist each other. Nevertheless, it was not always very successful, and I wished I had received training on such situations beforehand, as this is a persistent issue. 

The impact of my efforts was noticeable in my students’ improved engagement and performance. They were more willing to take risks in using the language, more collaborative in their approach to learning, and more empathetic towards their peers. As a result, the classroom represented a supportive community, reflecting the values and norms essential for social capital, making it a transformative experience.