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Journal articles on the topic 'Multicultural classroom'

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Author: Grafiati

Published: 4 June 2021

Last updated: 6 September 2023

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1

Naz, Farah Latif, Afrina Afzal, and Muhammad Hamid Nawaz Khan. "Challenges and Benefits of Multicultural Education for Promoting Equality in Diverse Classrooms." Spring 2023 3, no. 2 (June 30, 2023): 511–22. http://dx.doi.org/10.54183/jssr.v3i2.291.

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Multicultural education is increasingly vital for equity in different classrooms. This study examines intercultural education's pros and cons from teachers' and students' perspectives. This study used easy sampling to choose 200 individuals from Lahore, Punjab educational institutions. Multicultural education promotes cultural awareness, empathy, and respect in pupils, which can improve diversity. Multicultural education improves critical thinking, brainstorming, and problem-solving in the classroom. Multicultural education enabled teachers and students to understand and appreciate diverse cultures, faiths, and languages and challenge their assumptions to see the world from different perspectives. Multicultural education also fosters camaraderie in varied classrooms. Multicultural education improved student connections and classroom inclusion. The study also found that teachers feel unprepared to teach in diverse classrooms and lack the resources to effectively integrate multicultural education. Students also say intercultural education overloaded information access. Some also view intercultural education as useless and uncomfortable since it discusses sensitive themes like culture and identity. This research reveals intercultural education's benefits and drawbacks in creating equality in heterogeneous classrooms. Further, instructors need more assistance and training to promote and execute multicultural education in classrooms and offer students with appropriate materials and advice. Despite these limitations, suggested promoting and emphasizing varied teaching approaches in classrooms.

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Briggs, Sandra J. "The Multilingual/Multicultural Classroom." Kappa Delta Pi Record 28, no. 1 (October 1991): 11–14. http://dx.doi.org/10.1080/00228958.1991.10517866.

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van Tartwijk, Jan, Perry den Brok, Ietje Veldman, and Theo Wubbels. "Teachers’ practical knowledge about classroom management in multicultural classrooms." Teaching and Teacher Education 25, no. 3 (April 2009): 453–60. http://dx.doi.org/10.1016/j.tate.2008.09.005.

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Fabris, Marta E. "Using Multimedia in the Multicultural Classroom." Journal of Educational Technology Systems 21, no. 2 (December 1992): 163–71. http://dx.doi.org/10.2190/pluc-3h0v-6gxg-nag7.

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A salient characteristic of American society is diversity. Educators who recognize the rapidly evolving nature of the society at large and our classrooms in particular, will agree with the idea that there is an urgent need for new kinds of instructional environments which are consistent with today's diverse society. Recent demographic changes in the school population demand some changes in educational theory, curriculum, and teaching strategies. Multimedia technology has the potential to impact and enhance the multicultural classroom experience. Multimedia in the hands of a resourceful teacher can help create situations that stimulate interest, generate questions, find problems, or motivate investigations. It can also foster freer communication between students of diverse background. Today's educational market is flooded with many excellent videodiscs, CD-ROMs, and many more low price devices from which to select. A rich multimedia environment can change the way teachers teach and students learn. In conclusion, multiple electronic media or multimedia has a great potential for the multicultural classroom.

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Piland, William E., and Becky Barnard. "MULTICULTURAL EDUCATION IN THE CLASSROOM." Community College Journal of Research and Practice 20, no. 1 (January 1996): 49–63. http://dx.doi.org/10.1080/1066892960200106.

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6

Sri Rahayuni, Ni Ketut. "TEACHING STRATEGIES FOR MULTICULTURAL STUDENTS AT BIPAS, UDAYANA UNIVERSITY." Lingual: Journal of Language and Culture 4, no. 2 (November 21, 2017): 51. http://dx.doi.org/10.24843/ljlc.2017.v04.i02.p08.

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The relationship between teacher and student involves not just instruction, but interaction. When interaction fails because of teacher misperceptions of student behavior, instructional failure will often follow. This is in line with teaching BIPAS students who come from different countries. Teachers should use certain teaching strategies in order to meet the students’ need and make the learning process successful. The aims of this research are to find out the teaching strategies and the situation of students-teacher interactions and students-students interactions in multicultural classrooms of BIPAS Program, Udayana University in Bahasa Indonesia classes. Malone (2012) stated that communicative approaches and instructional techniques are required to teach second language. The data was collected through a classroom observation and the documentation method through video recording during the classroom interaction was done to get the supporting data. It was found that communicative approach through emphasis on learning to communicative through classroom interaction, and cooperative learning such as small group discussion and pair work/discussion become the effective teaching strategies used for multicultural students at BIPAS, Udayana University. Both teacher -student interaction and student-student interaction are applied for multicultural students in the classroom. Keywords: multicultural students, teaching strategies, interaction, communicative approach

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Okoro, Ephraim, and Melvin Washington. "Communicating In A Multicultural Classroom: A Study Of Students Nonverbal Behavior And Attitudes Toward Faculty Attire." Journal of College Teaching & Learning (TLC) 8, no. 7 (July 5, 2011): 27–38. http://dx.doi.org/10.19030/tlc.v8i7.4850.

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Economic and market globalization in the United States has engendered a multicultural learning environment that challenges both faculty and students. Diversity in the classroom is further complicated by nonverbal communication, which impacts on students attitudes toward faculty members. Because todays classrooms are changing and undergoing rapid shifts in composition, culture, and orientation, the nature of learning is also changing to be more participative, interactive, and team-oriented. To ensure that effective learning is taking place in global/multicultural classroom settings, an improved faculty-student nonverbal relationship is critically important. This study, therefore, emphasizes the importance of appropriate dress/attire in a diverse classroom setting.

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Hansen-Thomas, Holly, and SriPadmini Chennapragada. "Culture Clash in the Multicultural Classroom: A Case Study From a Newcomer School." English Language Teaching 11, no. 4 (March 20, 2018): 82. http://dx.doi.org/10.5539/elt.v11n4p82.

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This ethnographic case study of a multicultural/multilingual classroom in a newcomer school describes an incident that occurred among new immigrant English Language Learners from widely diverse backgrounds in a secondary classroom in Texas. Increased numbers of immigrant students in U.S. schools have resulted in classrooms with tremendous diversity in terms of language, ethnicity, culture, religion, among other categories. The incident arose as the result of a clash of cultures and lack of knowledge on the part of students. As a result, an explicit focus on culturally responsive teaching is called for, as is training for teachers in multicultural classrooms regarding the specific demographic backgrounds of their students.

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Subedi, Dhanapati. "Multicultural Classroom Issues in the Nepalese Context." Journal of Education and Research 2 (February 12, 2013): 17–25. http://dx.doi.org/10.3126/jer.v2i0.7618.

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Multicultural issue in the present context is a global issue of socialization. It has not yet been materialized into the education system in Nepal. The education system of a country should prepare students to function in today’s diverse society. There are issues emerging in the effectiveness of the multicultural education and the concerns how to better shape the multicultural classroom in Nepal. This paper focuses on issues such as curriculum design, classroom management, and role of teachers and students in the multicultural classroom context. It also discusses the context, and recommends measures that can bring the multicultural education into the right track. DOI: http://dx.doi.org/10.3126/jer.v2i0.7618 Journal of Education and Research Vol. 2, 2010 p.17-25

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Mustafida, Fita. "Multicultural Classroom Management: Strategies for Managing the Diversity of Students in Elementary Schools and Madrasah Ibtidaiyah." Madrasah 13, no. 2 (March 29, 2021): 84–96. http://dx.doi.org/10.18860/mad.v13i2.11061.

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A comfortable classroom environment cannot be separated from the role of the teacher in managing the learning environment. Heterogeneous classroom conditions are a challenge for teachers to create a conducive and meaningful learning atmosphere. This is because each student has different characters, needs, and potentials that need to be developed. On the other hand, the heterogeneity of students if not managed properly can be a source of various problems in the classroom. Starting from bullying, the learning atmosphere is uncontrollable, even the attitude of antipathy to diversity triggers other negative attitudes, such as discrimination and injustice. Therefore, to overcome this problem, it requires the ability of teachers to create a classroom environment that respects diversity (multicultural). Based on this view, multicultural class management is needed. This is because multicultural classroom management is believed to be able to foster student diversity while still adhering to universal human values that are just and in favor of equality. Multicultural classroom management is also able to provide educational services that are by human needs, and respect differences with the human approach. On this basis, this study discusses teacher strategies in managing the diversity of students using a multicultural classroom management approach. Multicultural classroom management needs to be developed to create a more humanist and democratic learning atmosphere which is needed to foster the diversity of students in the classroom. Among the multicultural class management strategies that can be carried out are managing gender diversity, social status, ethnicity, including intelligence

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Mandarani, Vidya, and Ahmad Munir. "Incorporating Multicultural Literature in EFL Classroom." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 6, no. 1 (November 15, 2021): 1. http://dx.doi.org/10.21093/ijeltal.v6i1.832.

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Nowadays’ multicultural education poses various challenges. One of the latent issues currently emerged in Indonesia education is the mistreatment towards the students of minority ethnic amongst the fellow learners. This status quo pushes schools’ stakeholders to reflect upon their responsibilities and reconsider the use of multiculturalism in enhancing diversity awareness towards both teachers and students. In an attempt to promote multicultural education, the use of multicultural literature that portrays various cultures, values, and views, may assist the students in appreciating their own culture by the acquisition of diverse perspectives of the society. Moreover, it provides potential teachers to comprehend the diversity of multicultural issues beyond mono-cultural perspectives. This paper aims to emphasize the significance of multicultural literature as teaching materials; recommend selection and evaluation criteria for the said literature; as well as to present strategies of formulating literature-based classrooms. In providing the best teaching materials, it is necessary to select high-quality multicultural literature to present accurate and authentic representations of cultural communities. At any rate, 10 overall criteria should be embedded within the selected literature, thus the QUILT metric can be utilized to assess its quality. Afterward, there are also several recommended approaches, techniques, or strategies for formulating a literature-based classroom that may promote critical thinking in literary discussion.

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Kim, Su-Yeong, Ji-Eun Yi, and Hyeon-Suk Kang. "A Study on the Practice of Multicultural Class through Backward Design: Focusing on equitable learning and language development." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (September 30, 2022): 783–800. http://dx.doi.org/10.22251/jlcci.2022.22.18.783.

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Objectives This study focuses on the difficulties of teaching-learning occurring in multicultural classrooms with diverse cultural and linguistic backgrounds of students. It was intended to seek ways to ensure learning equity and in-depth understanding of all students. In other words, the purpose is to examine the application of classes for language development in multicultural classrooms and to design classes that support language development by applying backward design. Methods To achieve the purpose of the study, literature analysis and unit design research were conducted. Through literature analysis, the study analyzed the role of language in learning equity, in-depth learning, backward design, and learning and class in multicultural instruction classroom, and revealed the foundation of class application. After that, science and unit were developed through unit design research. Results For the class reflecting culture, language and diversity in the multicultural classroom, the responsive instructional studies that understand the characteristics of multicultural students and emphasize specific practice were significant. Therefore, as a way to promote the learning and language development of the subject on the basis of the application of this class, the unit of ‘properties of matter’ in the third grade science class of elementary school was developed by applying the linguistic lens to the backward design. Conclusions Backward design applying a linguistic lens is a useful way to develop a rigorous curriculum to provide equal learning opportunities to all students in subject learning in multicultural classrooms.

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Broeder, Peter, and Mia Stokmans. "De Meertalige en Multiculturele Klas." Toegepaste Taalwetenschap in Artikelen 84-85 (January 1, 2010): 9–18. http://dx.doi.org/10.1075/ttwia.84-85.02bro.

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As a result of European unification and a fast globalising world, classrooms have become increasingly multilingual and multicultural. This diversity may impair learning processes, since pupils acquire cognitively based literacy competencies, such 'classify and label', 'analyze and explain', by means of linguistic interaction. We asked primary and secondary school teachers to rate the level of their pupils' competencies, as well as their expected success rate. Our anticipation that teachers of a largely monocultural classroom (with predominately L1-Dutch pupils) would experience less problems with literacy competencies and expect a higher success rate compared to teachers of a multicultural classroom was supported.

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Ni Putu Laksmi Resti Putri. "PENGELOLAAN KELAS DALAM SETTING PENDIDIKAN MULTIKULTURAL." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 8, no. 2 (December 15, 2022): 1563–673. http://dx.doi.org/10.36989/didaktik.v8i2.461.

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The purpose of this research is to find out how teachers manage classes in primary school in a multicultural educational setting. The focus of the research is (1) the teacher's actions in the classroom before, during, and after teaching, (2) the teacher's understanding of multicultural education and its application in classroom management, (3) the student's response to what the teacher has done in the classroom during teaching. The research method used is a case study with a qualitative approach. This research is located in one of the primary schools in the city of Bandung. Data collection is done by observing students and interviewing teachers and students. The results of the research prove that teachers in one of the primary schools in Bandung have applied classroom management in a multicultural education setting. For example, it is seen in the use of various ways by the teacher in managing a multicultural class, namely; using Bahasa Indonesia as a teaching language, setting up chairs and tables for students, showing respect for students, using multicultural games or games, using interesting, multicultural and diverse media when teaching in the classroom. With the management of classes in a multicultural education setting, it is expected that tolerance should be developed in the diversity of Indonesia.

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Казаренков, В. И., and В. Бовэнь. "Interpersonal Trust in the Multicultural Classroom." Психолого-педагогический поиск, no. 4(56) (March 4, 2021): 71–81. http://dx.doi.org/10.37724/rsu.2020.56.4.007.

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В статье раскрыты целесообразность и прогностическая ценность изучения проблемы доверия в межкультурном взаимодействии. На основе анализа теоретических концепций обосновывается, что уровень выраженности доверия к представителям иных культурных групп выступает предиктором социально-перцептивных процессов в общении и опосредует выбор субъектом соответствующей стратегии межличностного взаимодействия в процессах межкультурной коммуникации. Представлены результаты эмпирического исследования, в котором выявляется содержание критериев доверия и недоверия студентов китайской, африканской и латиноамериканской общностей к сверстникам — представителям иных культурных групп. Эмпирически подтверждается предположение о существовании связей между доверием, недоверием и стратегиями взаимодействия иностранных студентов со сверстниками — представителями других культур. Анализируются обнаруженные корреляционные взаимосвязи между содержательными критериями доверия (недоверия) и манипулятивной, альтероцентрической, конформной, диалогической, индифферентной, авторитарной стратегиями интеракций во взаимоотношениях студентов с ровесниками — представителями других культурных групп. Полученные результаты косвенно свидетельствуют о том, что механизмы аттракции, выражающиеся в приязни, симпатии, дружелюбии, а также механизмы идентификации и рефлексии выступают в качестве предикторов отношений иностранных студентов к представителям иных культур, помогают преодолевать межгрупповые предубеждения и служат профилактикой манипулирования друг другом. Результаты исследования углубляют научные представления о проблеме доверия — недоверия в межэтнических отношениях, представляют практическую ценность для социальных психологов, специалистов в области кросс-культурной психологии при разработке профилактических и коррекционных мероприятий, направленных на повышение эффективности и коммуникативной культуры взаимодействия представителей разных социальных общностей. The article focuses on the feasibility and prognostic value of the investigation of interpersonal interaction. The analysis of theoretical concepts enables the authors to prove that the level of trust between people from different cultural groups can function as a predictor of social perception and can influence people’s choice of strategies of interpersonal interaction in situations of intercultural communication. The article presents the results of empirical research aimed at the investigation of criteria of trust and mistrust between students of Chinese, African and Latin-American communities and their peers belonging to other cultural groups. The empirical study proves that there is a correlation between trust, mistrust and the strategies of interaction foreign students use when communicating with their peers from different cultures. The article analyses the correlation between the criteria of trust (mistrust) and manipulative, alterocentric, conformal, dialogical, indifferent, and authoritarian interaction strategies employed by students for intercultural communication with their peers. The results indirectly demonstrate that the mechanisms of attraction expressed through friendliness, empathy and affection, as well as the mechanisms of identification and reflection serve as predictors of foreign students’ attitude to representatives of other cultures, help to overcome prejudices in intercultural communication, help to prevent interpersonal manipulation. The results of the research extend scholarly understanding of the issue of trust and mistrust in interethnic interaction and have a high practical value for social psychologists, specialists in the sphere of cross-cultural psychology, for specialists developing preventive and corrective measures aimed at the enhancement of the efficiency of interpersonal interaction between representatives of different social groups.

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Kolb, Judith A., Hong Lin, and Deloise A. Frisque. "Teaching Ethics in a Multicultural Classroom." Teaching Ethics 5, no. 2 (2005): 13–30. http://dx.doi.org/10.5840/tej2005522.

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Chisholm, Inés Márquez. "Computer Use in a Multicultural Classroom." Journal of Research on Computing in Education 28, no. 2 (December 1995): 162–74. http://dx.doi.org/10.1080/08886504.1995.10782158.

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Lee, Christy R., Timothy R. Levine, and Ronald Cambra. "Resisting compliance in the multicultural classroom." Communication Education 46, no. 1 (January 1997): 29–43. http://dx.doi.org/10.1080/03634529709379071.

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McLeod, Darrell. "INSTRUCTIONAL STRATEGIES IN THE MULTICULTURAL CLASSROOM." Community College Journal of Research and Practice 20, no. 1 (January 1996): 63–73. http://dx.doi.org/10.1080/1066892960200107.

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Osorio, Sandra L. "Multicultural Literature as a Classroom Tool." Multicultural Perspectives 20, no. 1 (January 2, 2018): 47–52. http://dx.doi.org/10.1080/15210960.2018.1408348.

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Roux, Johann Le. "Social dynamics of the multicultural classroom." Intercultural Education 12, no. 3 (November 2001): 273–88. http://dx.doi.org/10.1080/14675980120087480.

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Leung, Chi Hung, and Ming Tak Hue. "Factor Structure of Multicultural Teaching Competency Scale for School-teachers in Hong Kong." Australian Journal of Teacher Education 45, no. 7 (July 2020): 1–14. http://dx.doi.org/10.14221/ajte.2020v45n7.1.

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This study investigates the perceptions of teaching competency in multicultural classrooms held by 421 teachers at 16 schools in Hong Kong. The aims of the study are (a) to use confirmatory factor analysis to validate a culturally appropriate version of the Multicultural Teaching Competency Scale (MTCS), (b) to assess three types of multicultural-teaching competency, and (c) to provide recommendations for teacher-education institutes and policy makers on developing effective training in multicultural education. The results indicate that a tripartite model assessing skills, knowledge, and relationships, the core features of multicultural-teaching competency as assessed by the MTCS from a Hong Kong sample. The teachers all identified multicultural-teaching relationships as the most important component of multicultural-teaching competency. Future researchers should examine the concurrent validity of the MTCS and the cultural contexts of multicultural-teaching relationships. Recommendations are also made for incorporating the Confucian beliefs of fairness, justice, and equity into multicultural classroom.

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Badrkhani, Parisa. "Iranian University Faculties and Managing Culturally Diverse Classrooms: Strategies for Peace Establishment in the Higher Education." Education and Urban Society 52, no. 2 (July 7, 2019): 234–56. http://dx.doi.org/10.1177/0013124519859649.

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There are large number of students from around the world who are planning to continue their education in the U.S. universities. They have different nationalities, cultural backgrounds, social beliefs, and so on. Moreover, the educators who are from different countries have the special cultures. This is their task to manage the culturally diverse classrooms to obtain the best results for the educational purposes. In this study, the focus was on three main issues: (a) teaching in multicultural higher education, (b) students’ attitudes toward the different cultures (especially their classmates), and (c) the strategies the educators apply in the multicultural classroom to establish peace. Five Iranian faculties who were teaching English language literature subject, in California State universities, were selected and interviewed via Skype. The results showed that they had a very positive attitude toward teaching in multicultural classrooms. The educators claimed that they apply the emotional empathy, empathy training, culturally proportional curriculum, and the structured rules for the multicultural classroom. One of them argued that holding conferences regarding the diversity is very useful, and the other one proposed that holding involuntary service, sport, and community programs for both the immigrant and the local students is considerable to make the students closer and establish the sense of peace among them.

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Joshi, Rajendra, Maame Adwoa Brantuo, Elizabeth Schutt, and Herb Fynewever. "Cultural Mismatches in the Multicultural Science Classroom." Journal of Underrepresented & Minority Progress 4, no. 1 (March 18, 2020): 127–42. http://dx.doi.org/10.32674/jump.v4i1.1198.

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The student body in university science classrooms is increasingly diverse demographically (NCES, 1995; 2015); and this change brings with it an increased chance of mismatch between professor’s expectations and students’ behaviors. Being aware of how cultural expectations influence teaching and learning is the first step in understanding and overcoming these mismatches in order to help all students succeed. Drawing from published research as well as interview and survey data, we highlight ways for professors to create an atmosphere of belonging (Walton & Cohen, 2011) and an appreciation of people from all cultures (Museus et al., 2017).

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Matek, Ljubica. "Teaching Horror Literature in a Multicultural Classroom." ELOPE: English Language Overseas Perspectives and Enquiries 12, no. 1 (June 22, 2015): 61–73. http://dx.doi.org/10.4312/elope.12.1.61-73.

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As a genre, horror tends to be marginalized in literature classes because it is often mistakenly perceived to be inappropriate for the classroom environment due to the intensive emotional effects that the genre’s typical macabre motifs and topics may produce in the reader. However, this paper argues that, for two reasons, horror texts represent a valid and important addition to a literary syllabus. First, they typically have a positive impact on the students’ increased interest in reading, which is, in the pedagogical and scholarly sense, a desirable activity. Second, they tend to contribute significantly to the development of empathy with and tolerance for others, which is an especially valuable learning outcome in a multicultural classroom characterized by implied intercultural communication.

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Stuhr, Patricia L., Lois Petrovich-Mwaniki, and Robyn Wasson. "Curriculum Guidelines for the Multicultural Art Classroom." Art Education 45, no. 1 (January 1992): 16. http://dx.doi.org/10.2307/3193341.

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Sturgess, Janet, and Terry Locke. "BeyondShrek:fairy tale magic in the multicultural classroom." Cambridge Journal of Education 39, no. 3 (September 2009): 379–402. http://dx.doi.org/10.1080/03057640903103744.

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Phillion, Joann. "Classroom stories of multicultural teaching and learning." Journal of Curriculum Studies 34, no. 3 (May 2002): 281–300. http://dx.doi.org/10.1080/00220270110101788.

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Weaver, Gary R. "Communication and Conflict in the Multicultural Classroom." Adult Learning 6, no. 5 (May 1995): 23–24. http://dx.doi.org/10.1177/104515959500600513.

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Woods, Peter R., Peter J. Jordan, Rebecca Loudoun, Ashlea C. Troth, and Don Kerr. "Effective Teaching in the Multicultural Business Classroom." Journal of Teaching in International Business 17, no. 4 (September 20, 2006): 27–48. http://dx.doi.org/10.1300/j066v17n04_03.

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Black, Mary S. "Using Your City as a Multicultural Classroom." Teaching Education 11, no. 3 (December 2000): 343–51. http://dx.doi.org/10.1080/713698976.

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Adair, Vivyan C., and Sandra L. Dahlberg. "Cutting Class in the Multicultural Literature Classroom." Pedagogy 1, no. 1 (January 1, 2001): 173–75. http://dx.doi.org/10.1215/15314200-1-1-173.

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Babb, Valerie, and Gay Gibson Cima. "Questioning the Canon in a Multicultural Classroom." New Theatre Quarterly 11, no. 41 (February 1995): 62–65. http://dx.doi.org/10.1017/s0266464x00008885.

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This second paper contributed to the ATHE Conference in Atlanta takes the form of a dialogue between its authors, who argue for the use of African American scripts in a multicultural classroomnot as the usual tokenist leavening of a ‘traditional’ dramatic canon but as one way of questioning and redefining the concept of the canon itself, thus encouraging a positive awareness of cultural identities within one's society. Ways in which non-traditional casting methods can reinforce this process are also explored and illustrated, as means of moving from acting in the classroom to action in building a truly multicultural community.

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Abacioglu, Ceren Su, Adela-Maria Isvoranu, Maykel Verkuyten, Jochem Thijs, and Sacha Epskamp. "Exploring multicultural classroom dynamics: A network analysis." Journal of School Psychology 74 (June 2019): 90–105. http://dx.doi.org/10.1016/j.jsp.2019.02.003.

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Tupas, Ruanni, and Rhoda Myra Garces-Bacsal. "Discursive compartmentalization in a critical multicultural classroom." Journal of Multicultural Discourses 11, no. 1 (January 2, 2016): 34–50. http://dx.doi.org/10.1080/17447143.2015.1134543.

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Jay, G. "Whiteness Studies and the Multicultural Literature Classroom." MELUS: Multi-Ethnic Literature of the United States 30, no. 2 (June 1, 2005): 99–121. http://dx.doi.org/10.1093/melus/30.2.99.

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Pugh, Sharon L., Jesus Garcia, and Sonia Margalef-Boada. "Multicultural Tradebooks in the Social Studies Classroom." Social Studies 85, no. 2 (April 1994): 62–65. http://dx.doi.org/10.1080/00377996.1994.9956277.

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Bhattarai, Lok Nath. "ICT Integrated Pedagogy in a Multicultural Classroom: Experiences of Mathematics Teacher." Interdisciplinary Research in Education 4, no. 1 (September 20, 2019): 9–18. http://dx.doi.org/10.3126/ire.v4i1.25706.

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Multiculturalism in the present context is a global issue in education. It has not yet been materialized into the education system in Nepal. The education system of a country should prepare students to function in today’s multicultural society. In this regards, this paper focuses on the issues of the management of multicultural classes, and the role of ICT-integrated pedagogy to manage such a classroom context. It also discusses the context, and experiences of teachers that can bring the multicultural classroom situation into the right track. For this purpose, I apply narrative inquiry of two mathematics teachers (one male and one female) of University Campus Kirtipur with more than seven-year experience. In-depth interview, related to their experiences and practices in multicultural mathematics classes, was conducted and found that they face problems to teach students in a multicultural classes such as language problem, content problem, and level of understanding. There are two types of multiculturalism in our classes they are critical multiculturalism, and Liberal multiculturalism. The management of multiculturalism is a great challenge for teachers. Although teachers are less familiar with the management of multicultural class, they try to manage such types of diversity by supporting their students personally through ICT-integrated pedagogy. The finding of the study shows that ICT-integrated pedagogy is the best strategy to manage multicultural classes by respecting students’ personal feelings.

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Engels, Maaike C., Karen Phalet, Mariola C. Gremmen, Jan Kornelis Dijkstra, and Karine Verschueren. "Adolescents' engagement trajectories in multicultural classrooms: The role of the classroom context." Journal of Applied Developmental Psychology 69 (July 2020): 101156. http://dx.doi.org/10.1016/j.appdev.2020.101156.

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Dennis, Johanna K. P. "Ensuring a Multicultural Educational Experience in Legal Education: Start With the Legal Writing Classroom." Texas Wesleyan Law Review 16, no. 4 (July 2010): 613–44. http://dx.doi.org/10.37419/twlr.v16.i4.6.

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This Article discusses the two-fold nature of multicultural education- educating on multicultural topics and educating multicultural students. By examining eight different law schools, the Author discusses current efforts in each law school that impact the educational experience, the shortfalls in these efforts, the need for first-year integration of multicultural topics, and how an educator in the legal academy can ensure that her students receive a well-rounded multicultural educational experience. In particular, the Article addresses multicultural education through the lens of a legal writing professor, whose role entails instructing students on predictive and persuasive writing over the course of the first two or three semesters of law school. The Article concludes by making recommendations for how all legal educators can enhance the classroom experience by creating a multicultural environment.

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Gómez Rodríguez, Luis Fernando. "Enhancing intercultural competence through U.S. multicultural literature in the EFL classroom." Folios 1, no. 38 (June 30, 2013): 95–109. http://dx.doi.org/10.17227/01234870.38folios95.109.

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Yıldırım, Soner, and Münevver Muyo Yıldırım. "Investigation of Classroom Applications for Multicultural Education in Terms of Various Variables." PRIZREN SOCIAL SCIENCE JOURNAL 3, no. 1 (April 26, 2019): 38. http://dx.doi.org/10.32936/pssj.v3i1.83.

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In this study, it was examined whether the teachers' in-class practices towards multicultural education in Kosovo differ according to gender, professional seniority, mother tongue, level and branch variables. Descriptive screening model was used in the study. The study group consisted of 975 Turkish, Albanian and Bosnian teachers working in the provinces of Prizren, Pristina, Mamusha, Reçane and Restelitsa in the 2016-2017 academic year. The education In-Class Practices Scale m developed by the researcher as a data collection tool to determine the classroom practices of teachers for multicultural educational practices was applied in this study. The results of the study showed that some variables differed significantly on classroom teaching practices. These are the mother tongue, the level, and the branch variables. On the other hand, it was determined that gender and professional seniority variables did not cause a significant difference in classroom practices. As a result of the study, it has been suggested that in-service training for teaching cultural differences for Turkish, Albanian and Bosnian native language teachers, the number of activities aimed at teaching cultural differences in activities related to different cultural values in schools textbooks should be increased and new program designs for multicultural education should be developed. Key words: Multicultural Education, Classroom Practices for Multicultural Education, Teaching Cultural Differences.

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KOPSIDOU, Ioanna. "Approaching multilingual and multicultural settings: a research instrument used in a multicultural classroom." Journal of Linguistic and Intercultural Education 9, no. 3 (December 15, 2015): 71–86. http://dx.doi.org/10.29302/jolie.2016.9.3.5.

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Ha, Geunhee. "Exploring literature's standards of selection for Multicultural Education in the elementary Multicultural classroom." Korean Journal of Teacher Education 30, no. 4 (October 30, 2014): 377–400. http://dx.doi.org/10.14333/kjte.2014.30.4.377.

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Childs, Kamshia. "Integrating multiculturalism in education for the 2020 classroom." Journal for Multicultural Education 11, no. 1 (April 10, 2017): 31–36. http://dx.doi.org/10.1108/jme-06-2016-0041.

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Purpose This paper aims to take a brief glance at the past of multicultural education in classrooms and discusses the ever-changing “melting pot” of cultures expected to continue to grow even more diverse in the USA in the next few years. It seeks to identify ideas and approaches that will help integrate multiculturalism into the curriculum and classroom practices in the future. Design/methodology/approach This paper explores and challenges the importance of understanding multiculturalism’s role in the classroom by sharing the relevance of moving beyond surface approaches to teach about different cultures. It delves into the need to dig deeper to make multicultural perspectives and contributions a part of curriculum and classroom environments on a daily basis. Findings The author concludes that due to the rapidly changing demographics of the population of students, it is a necessity to address concepts such as inclusion of underrepresented cultures and ethnic backgrounds in curriculum materials, educator preparation and diversifying teacher educators. Originality/value This paper shares a unique perspective as goes beyond sharing multiculturalism with students as recognition or a celebration or a festival. It details how curriculum practices and classroom environments should strive to make differences a part of the general curriculum and become a shared culture – not a separate culture.

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Portnova, Tatjana, and José Luis Ortega-Martín. "Narrative Creativity in a Multicultural Classroom in Comparison with a Monocultural Classroom." International Journal of Diversity in Education 16, no. 4 (2016): 57–62. http://dx.doi.org/10.18848/2327-0020/cgp/v16i04/57-62.

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Yoon, Gab Jung. "Building classroom community of a child from multicultural family through classroom rituals." Journal of Korea Open Association for Early Childhood Education 25, no. 2 (April 30, 2020): 21–51. http://dx.doi.org/10.20437/koaece25-2-02.

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Heriyawati, Dwi Fita, Stifania Yuliana Siba, and Teguh Sulistyo. "LECTURERS’ POLITENESS STRATEGIES IN EFL CLASSROOM WITH MULTICULTURAL BACKGROUND." LITERA 18, no. 3 (November 19, 2019): 447–64. http://dx.doi.org/10.21831/ltr.v18i3.26494.

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The choice of words used by the lecturer such as politeness strategies in the classroom interaction is very important, not only for controlling the classroom but also for the process of acquiring the language itself. This study aimed to investigate lecturer’s politeness strategies in criticizing teaching performance of students with multicultural backgrounds in a microteaching class. This qualitative study was conducted with the students from multicultural backgrounds. The subject of this study was a lecturer who taught Microteaching. The findings of this study showed that there were four most frequent criticism strategies used by the lecturer: demand for change, indicating standard, advice about change and other hint. In addition, the highest proportion of politeness strategies applied by the lecturer was occupied by positive politeness, off-record strategy, bald on record, and negative politeness. It implied that the lecturer mostly applied positive politeness in criticizing the students, in order to save the students’ face, get closer and give more positive feedback to help students develop their teaching performance. The facts also proved that students’ multicultural background did not affect too much lecturer’s decision in applying politeness strategies, yet it needed to be very careful in delivering them. Keywords: politeness strategies, criticism, multicultural backgrounds

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Miswaty, Titik Ceriyani. "PROBLEMS OF ENGLISH TEACHING LEARNING IN MULTICULTURAL CLASSROOM IN STMIK BUMIGORA MATARAM." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 4, no. 2 (February 28, 2020): 93. http://dx.doi.org/10.33394/jo-elt.v4i2.2451.

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This study deals with teaching learning English in multicultural classroom in STMIK Bumigora Mataram and aims at investigating what problems that obstruct students in learning English in the classrooms. In order to find the answer of research problems, this study useddescriptive qualitative methods in which some tools as questioner and interview were used as data instruments to collect the data. The subject of this study is students from four English classes in STMIK Bumigora Mataram who come from some tribes in Indonesia and 2 lectures that teach in those classes. The findings of this study are problems there are some problems such as; 1) Syllabus which used is not well prepared, 2) the material that is used is not suitable with the needs of students, and 3) dialect of students’ mother tongue. After findingthe problems that happen in multicultural classrooms in STMIK Bumigora Mataram.

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Castro, Antonio J., Sherry L. Field, Michelle Bauml, and Deborah Morowski. "“I Want a Multicultural Classroom”: Preparing Social Studies Teachers for Culturally Diverse Classrooms." Social Studies 103, no. 3 (May 2012): 97–106. http://dx.doi.org/10.1080/00377996.2011.575419.

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