Rozprawy doktorskie: „Multicultural classroom”

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Huynh, Hope Ngoc. "Minority talk ethnography of a multicultural classroom /". Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/648975652/viewonline.

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Pierce, Beth Suzanne. "Art in a sheltered-English multicultural classroom". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/803.

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DeLuca, Eileen. "Exploration of literature discussions in a multicultural classroom". [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0006651.

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Lulkin, Elyse R. "Literature circles in the multicultural classroom, who's learning what?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62987.pdf.

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Rodríguez, Haydeé Marie. "Multicultural literature : teachers' beliefs shape teachers' goals and classroom practice /". Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Wagner, Terra M. "Addressing Multicultural Issues in the Counselor Education Classroom: a Phenomenological Analysis". Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822760/.

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Multicultural education in counselor education is a popular topic among counselor educators and scholars. To date, scholars have focused on understanding the experiences of counselor educators who teach dedicated multicultural courses. However, less attention has been given to other counselor educators who are required by ethical and training standards to address multicultural issues across the curriculum. The purpose of this study was to understand counselor educators’ experiences addressing multicultural issues in courses that do not have a specific multicultural or diversity focus. I used phenomenological methodology to explore the experiences of counselor educators who hold doctoral degrees in counseling or a related field, have taken a multicultural/diversity course in their graduate training, are full-time clinical or tenure-line faculty members in CACREP-accredited programs, and have never taught courses dedicated to multicultural or diversity issues. Twelve participants (six men and six women), ranging in age ranged from 31 to 65, participated in the study. Ten participants identified as White, one African-American, and one Hispanic. The research team identified eight themes: (1) reasons for avoidance, (2) constraints, (3) qualities and practices, (4) educator as a factor in student development, (5) infusion, (6) personal background, (7) awareness of biases and assumptions, and (8) counselor educator responsibility/gatekeeping. Findings from this study will add to the literature regarding infusion of multicultural issues across the curriculum. Additionally, the implications offered will serve as a resource for counselor educators as they experience unique personal and professional challenges when addressing multicultural issues in classrooms beyond the main multicultural or diversity course offered in counseling programs. Implications for this study may lead to development of more focused guidelines on how to increase the increase the comfort of counselor educators as they facilitate multicultural discussions and assist counselors-in-training in working toward cultural competence.

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Johnson, Sally Ann. "The art specialist as a multicultural resource for the classroom teacher". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998johnsons.pdf.

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Carroll, Michael John, i res cand@acu edu au. "An Investigation Into Students’ Perceptions of Multicultural Classroom Environments in Queensland Catholic Secondary Schools". Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp119.25102006.

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Australia continues to become culturally diverse. This diversity is being witnessed in Catholic schools. This thesis reports research which employed quantitative data collection methods in investigating students’ perceptions of their multicultural classroom environment. By drawing on Catholic school literature, multicultural literature, previous learning environment research and the perceptions of stakeholders, an instrument, known as the Multicultural Classroom Environment Instrument (MCEI), was developed to assess psychosocial dimensions of classroom environments in Queensland Catholic secondary schools. These dimensions were: Collaboration, Competition, Teacher Authority, Teacher Support, Congruence, Deference, Teacher Directedness and Gender Equity. The use of the instrument with a sample of 1,460 students in 24 Catholic secondary schools in Queensland revealed some statistically significant differences in students’ perceptions of their classroom environment. Differences were revealed according to the country of birth of the student and those of the parents. Investigations examining school type, subject, year level and gender were also undertaken. Single-sex schools were shown to be more concerned with Teacher Authority and Competition compared to coeducational schools. Religion and Study of Religion classes were perceived as very similar, irrespective of school type. There were differences in students’ perception of the classroom environment across different year levels, with year 8 students’ perceptions significantly different to that of years 10 and 12 students. Girls generally perceived their classroom environment more positively than boys, with greater Collaboration, Teacher Support and Gender Equity and less Competition and Teacher Authority. The results of this thesis suggest that differences in students’ perceptions of multicultural classroom environments in Queensland Catholic secondary schools do exist. It also suggests that in order to continue to provide quality education, Catholic schools must acknowledge these differences. They must also ensure that curriculum initiatives, staff professional development and training, and other educational and pastoral initiatives are designed to incorporate the differences identified in this thesis. Further investigation into a variety of multicultural classroom environments is recommended.

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Carroll, Michael John. "An investigation into students' perceptions of multicultural classroom environments in Queensland Catholic secondary schools". Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/649f10177aef1d196338d7336561df7ca78c0df1f7398380f2b3c16c75a1a54f/1817308/64816_downloaded_stream_41.pdf.

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Australia continues to become culturally diverse. This diversity is being witnessed in Catholic schools. This thesis reports research which employed quantitative data collection methods in investigating students' perceptions of their multicultural classroom environment. By drawing on Catholic school literature, multicultural literature, previous learning environment research and the perceptions of stakeholders, an instrument, known as the Multicultural Classroom Environment Instrument (MCEI), was developed to assess psychosocial dimensions of classroom environments in Queensland Catholic secondary schools. These dimensions were: Collaboration, Competition, Teacher Authority, Teacher Support, Congruence, Deference, Teacher Directedness and Gender Equity. The use of the instrument with a sample of 1,460 students in 24 Catholic secondary schools in Queensland revealed some statistically significant differences in students' perceptions of their classroom environment. Differences were revealed according to the country of birth of the student and those of the parents. Investigations examining school type, subject, year level and gender were also undertaken. Single-sex schools were shown to be more concerned with Teacher Authority and Competition compared to coeducational schools. Religion and Study of Religion classes were perceived as very similar, irrespective of school type. There were differences in students' perception of the classroom environment across different year levels, with year 8 students' perceptions significantly different to that of years 10 and 12 students. Girls generally perceived their classroom environment more positively than boys, with greater Collaboration, Teacher Support and Gender Equity and less Competition and Teacher Authority. The results of this thesis suggest that differences in students' perceptions of multicultural classroom environments in Queensland Catholic secondary schools do exist.;It also suggests that in order to continue to provide quality education, Catholic schools must acknowledge these differences. They must also ensure that curriculum initiatives, staff professional development and training, and other educational and pastoral initiatives are designed to incorporate the differences identified in this thesis. Further investigation into a variety of multicultural classroom environments is recommended.

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Moons, Caroline. "Kindergarten teachers speak: working with language diversity in the classroom". Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95243.

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In Belgium, language diversity in the classroom is often perceived as a problem. It is necessary, however, to recognize the importance of students' home languages in order to work with this wealth in a constructive manner. Teachers need to be prepared to work with linguistic diversity (and also cultural diversity) and be given possibilities to do this well. This thesis research project is set in the municipality of Heusden-Zolder, located in the Dutch-speaking north east of Flanders, Belgium. It studies the experiences, attitudes, and knowledge of kindergarten teachers regarding multilingualism in the classroom. 57 kindergarten teachers filled out a questionnaire and 15 teachers were interviewed. The findings show that the Dutch-only' policy of schools is hardly carried out by teachers. Schools' language policies should therefore be revised. Overall, teachers know how to support multilingual children (by scaffolding and differentiating/individualizing their lessons). However, offering these extra forms of support makes it difficult to meet all students' needs. Smaller classes would make it more doable for teachers to differentiate or individualize their lessons. The findings also show that teachers know how to work with children going through the silent or non-verbal period and children who show (language)interference, but that extraordinarily few teachers are aware of the importance of the home languages. It is therefore necessary to shift the focus from language (Dutch as L2) to a focus on languaging at home and in school. Instead of advising parents to speak Dutch at home, teachers should stimulate parents to talk more with their children and bring the act of languaging to the foreground, not replace the home language(s) by the second.
En Belgique, la diversité linguistique en salle de classe est souvent perçue comme étant un problème. Pour pouvoir aller au-delà de cette perception, il faut de la créativité et de l'imagination; ainsi pourra-t-on éventuellement commencer à valoriser les langues maternelles des élèves et à voir la diversité linguistique comme étant une richesse. Ensuite, les enseignants pourront travailler avec cette richesse de façon constructive, aussi bien pour la société que pour les élèves. Leur formation devrait comporter de la préparation solide dans ce domaine. C'est seulement en faisant cela que l'on peut attendre des opportunités équivalentes. Ce projet de mémoire de maîtrise a pour objet les expériences, les attitudes et les connaissances d'un groupe d'enseignantes à la maternelle sur le phénomène du plurilinguisme en salle de classe à la maternelle. L'étude se situe dans la municipalité de Heusden-Zolder dans le nord-est de la Belgique. Cette région est flamande et l'on y parle néerlandais. 57 enseignants de la maternelle ont rempli un questionnaire et 15 ont été interviewés. Cette étude montre que la politique linguistique d'utiliser le néerlandais comme seul langue d'enseignement ne correspond pas à la pratique. En général, les enseignants savent différencier et individualiser leur enseignement pour répondre aux besoins des élèves multilingues. Malgré tout, ce support supplémentaire ne répond pas aux besoins de ces élèves. Les enseignants recommandent de réduire le nombre d'élève par classe. En plus, les résultats montrent que les enseignants accompagnent bien leurs élèves lors de la phase non verbale et de l'interférence, mais peu d'entre eux prennent en considération la langue première des apprenants. Par conséquent, l'étude recommande d'encourager la littératie dans la langue première de l'enfant à la maison plutôt que d'imposer la langue de l'école à la maison.

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Littlebear, Janice DeVore. "Teaching Through Culture in the K-12 Classroom". Thesis, University of Alaska Fairbanks, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784147.

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This study explores how quality experienced teachers use culture to successfully deliver K-12 classroom instruction. Additionally, it develops and tests the effectiveness of a resource designed to instruct early career teachers on the use of culture to deliver classroom instruction.

Research was conducted in two phases over a four-year time frame (2014-2017). The study followed a mixed methods exploratory sequential design, using a participatory action research approach. Phase 1 gathered qualitative data from 20 experienced teachers located in two states, which were analyzed using constructed grounded theory. The results of this analysis, accompanied by a literature review, resulted in the development of a Chapter about Culture (CAC), an instructional resource on teaching through culture for early career teachers.

Phase 2 gathered quantitative data using a Checklist of Classroom Inventory (CCI) from eight Alaska early career teachers and one Montana experienced teacher, and were analyzed by averaging the pre/post CAC scores and comparing the differences. In addition, one open-ended question after use of CAC provided additional qualitative data about the resourcefulness of CAC, as well as the process for implementing the lessons.

Phase 1 results revealed five common themes when teaching through culture: Relationships, Communication, Connections, Respect, and Multicultural Resources. These themes contributed to the construction of a value-added theory of practice for teaching through culture, and served as the basis of the CAC. Phase 2 results demonstrated growth by early career teachers after using the newly created CAC in all five themes of teaching through culture.

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Campbell, Maria. "Initial teacher education and the Irish multicultural classroom : opportunities, challenges and developments". Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020750/.

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While Ireland has grappled with the complex issue of cultural diversity throughout its history, since the mid 1990's the multiculture nature of Irish society has taken on heightened significance. This is due to the rise in Ireland s immigrant population from less than 1% in 1996 to 14% of the population in 2008. This development sets a new agenda for initial teacher education (ITE) which operates in the absence of educational policy which addresses Ireland's changing demographics. This thesis examines how Irish ITE can facilitate second level teachers to adapt theu pedagogies m order that newly arrived pupils from different cultural backgrounds are not disadvantaged in the Irish multicultural classroom. It begins with the assertion that teachers' pedagogical choices reflect their identity development. By placing teacher identity development at the core, the research draws upon the work of four figures, Lev Vygotsky, Pierre Bourdieu, Amartya Sen and Martha Nussbaum to provide a foundational understanding of the process of identity development. This provides a lens which is used to critique ITE literature in multicultural societies. This in tum creates an analytical distance, allowing the interrogation of my pedagogies as a lecturer in ITE, of the ITE programme in general and identifies the connotations for the wider Irish educational context. Informed by the interpretivist/constructivist paradigm, in-depth, active interviews were carried out with fourteen newly qualified teachers (NQTs) at the end of their first year of teaching, all of whom were graduates of the programme I work on. The interviews explored the extent to which their life experiences, prior to, during and post ITE influenced their identity development and subsequent pedagogical choices in the Irish multicultural classroom. The findings indicate that the degree to which they had _interacted with people from different cultures influenced how they perceived, understood and engaged with their newly arrived pupils and with the cognitive and affective dimensions of teaching and learning in the multicultural classroom. The majority of NQTs felt morally affronted when they perceived that newly arrived pupils' needs were not being met within the classroom, school and wider society. Despite the fragmented approach taken by lecturers on the ITE programme, the majority drew upon their experiences during ITE to inform their adaptation of pedagogies. However, they struggled in making the connection between the theoretical elements of the programme and their transfer into adapted pedagogies for specific multicultural classroom contexts. The research identified how modifications to my pedagogies and the introduction of interventions on the programme could circumvent the lack of teacher educators' and student teachers' experience of cultural difference, the lack of research specific to the Irish context, and could support student teachers in their attempts to transfer theory into pedagogies for the Irish multicultural classroom. Finally, the research identified areas in need of further exploration. These include student teachers' perceptions of the relationship between pupils' racial and national identity and their pedagogical choices as teachers, and student teachers' perceptions of the influence of the grammar of a subject on their potential to modify pedagogy in the multicultural classroom.

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Abu, Hawash Nada, i Kimberly Alva Liz. "Interkulturell pedagogik i det mångkulturella klassrummet/Intercultural education in the multicultural classroom". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36144.

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I denna uppsats tas problematiken i lärares upplevelse av lärande och de olika tillvägagångssätt de använder sig av i det mångkulturella klassrummet. Undersökningen är gjord på en skola i Malmö därmed handlar vår uppsats endast om den skolan. De frågeställningar som ställs är: Hur upplever pedagoger elevers lärande på skola A?Hur arbetar pedagoger med mellanöstern i historieundervisning på skola A?Syftet med uppsatsen är att studera hur lärare upplever lärandesituationen i samband med elevers lärande. Undersökningen är en kvalitativ undersökning som bygger på intervjuer. I teoretiska utgångspunkterna tas pedagogiska teorier upp, interkulturellt lärande samt pedagogiska läromedel. Resultatet visade brister på elevers svenska språkkunskaper som bidrog till hinder i elevers lärande. Dessutom framgick det från intervjuer att lärarna har för lite hjälp från ledning och ordinarie skolmaterial i sin undervisning. Vi kom fram till att rollspel kan fungera som en metod i konflikthantering.

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Bowers, Sylvia Gibson. "Multicultural Art Education: Possibilities for Reducing Cultural Conflict in the Art Classroom". The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392893834.

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Young, Sharon M. "Music teachers' attitudes, classroom environments, and music activities in multicultural music education /". The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794066543544.

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Sato, Masatoshi. "Peer interaction and corrective feedback: proceduralization of grammatical knowledge in classroom settings". Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104584.

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This quasi-experimental study implemented an original instructional unit in second language (L2) classrooms where the learners were taught (a) how to interact with each other (peer interaction), and (b) how to provide corrective feedback (CF) to each other (peer CF). This Second Language Acquisition (SLA) intervention was examined from three different viewpoints. First, from a psycholinguistic perspective, the effect of the intervention on learners' interactional patterns as well as its effects on their L2 development (i.e., grammatical knowledge and fluent spontaneous production) were investigated. Second, the learners' perceptions (referred to in this dissertation as learner perceptions) of the intervention relative to classroom dynamics were examined to ensure its ecological validity. Third, the construct of the target of instruction (i.e., interactional oral fluency) was scrutinized so as to ensure the validity of the testing used for measuring L2 development. This exploration was informed by theoretical and methodological frameworks from Language Testing (LT) research. Four university-level required English classes in Japan participated (N = 167), each assigned to one of four treatment conditions. Of the two CF groups, one was taught to provide prompts and the other to provide recasts. A third group participated in only peer interaction activities and a fourth served as the control group. The three experimental classes were given (a) a peer-interaction awareness activity and (b) fluency-focused paired activities over one academic semester. In addition to the pre- and post-tests that examined accuracy and fluency development, all participants completed questionnaires designed to elicit their perceptions before and after the intervention. Selected learners were interviewed at the end of the semester as well. In order to explore the construct of interactional oral fluency and the validity of the measurements, speech samples were rated by human raters based on empirically-based rating scales developed specifically for this study. The results revealed that, after one semester, participants used a greater number of interactional moves hypothesized to be conducive to L2 development. Also, the two CF groups improved overall accuracy as well as fluency measured as unpruned and pruned speech rates, whereas the peer-interaction-only group outperformed the control group only on fluency measures. It is argued that while peer interaction offered opportunities for repeated practice facilitating proceduralization, CF refined learners' ability to monitor both their own output and that of their interlocutors. The questionnaire and interview data showed that participants' perceptions changed over time in certain respects. Specifically, they believed in the effectiveness of peer interaction and peer CF from the onset and, thus, no significant change was observed with their belief pertaining to the effectiveness of the intervention. However, their feelings towards peer interaction showed positive change over time. Also, those who were taught how to provide CF to their classmates became more confident in providing CF. Finally, the correlation and regression analyses of the results of the speech rates, grammatical accuracy, and rated scores both in individual and interactional contexts showed that (a) the empirically-based rating scales were reliable, with the interactional samples yielding a weaker agreement rate; (b) the individual rated scores were not significantly correlated with those of interactional performance but highly correlated with unpruned speech rates; and (c) among the four fluency measures only the pruned speech rates were a significant predictor of the grammatical accuracy scores.
Cette étude quasi-expérimentale a intégré un volet d'enseignement en classe d'une langue seconde (L2) dans lequel les apprenants ont appris (a) à interagir les uns avec les autres et (b) à fournir une rétroaction corrective (RC) les uns aux autres. Cette intervention a été examinée selon trois approches. Premièrement, dans une perspective psycholinguistique, l'effet de l'intervention sur les patrons interactionnels des apprenants et ses effets sur leur développement en L2 ont été étudiés. Deuxièmement, les perceptions des apprenants sur l'intervention relative aux dynamiques de salle de classe ont été examinées. Troisièmement, la construction de l'objet d'enseignement (c'est-à-dire, la fluidité dans les interactions à l'oral) a été étudiée afin d'assurer la validité du test utilisé pour mesurer le développement de la compétence en L2. Quatre classes japonaises de mise à niveau en anglais à l'université ont participé (N = 167). Chaque classe s'est vue attribuée une des quatre conditions de traitements. Des deux groupes de RC, l'un a appris à fournir des incitations et l'autre à fournir des reformulations. Le troisième groupe a seulement participé aux activités d'interaction entre pairs et le quatrième a servi de groupe témoin. Les trois classes expérimentales ont reçu (a) une activité de prise de conscience sur les interactions entre pairs et (b) des activités en groupe de deux basées sur la fluidité à l'oral tout au long d'un semestre universitaire. En plus des pré- et des post-tests qui ont examiné le développement en termes de précision et d'aisance à l'oral des participants, ces derniers ont rempli des questionnaires établissant leurs perceptions avant et après l'intervention. De plus, des apprenants ont été choisis pour être interviewés à la fin du semestre. Afin d'explorer la construction de l'aisance des interactions à l'oral et de valider les mesures utilisées, les enregistrements ont été évalués par des examinateurs humains. Les résultats ont révélé que, après un semestre, les participants ont utilisé un plus grand nombre d'interactions supposées contribuer au développement de l'acquisition de la L2. De plus, les deux groupes RC ont amélioré leur précision et leur aisance, évaluées par des mesures de taux de discours non élagués et élagués, tandis que le groupe d'interaction entre pairs a réalisé de meilleurs résultats que le groupe témoin uniquement sur les mesures d'aisance. Il a été supposé qu'alors que les interactions entre pairs offrent des occasions pour l'entrainement répété facilitant la mise en place des procédures requises, la rétroaction corrective a permis d'affiner la capacité des apprenants à contrôler leur propre production ainsi que celle de leurs interlocuteurs. Le questionnaire et les données enregistrées des interviews ont montré que les perceptions des participants ont évolué au fil du temps dans une certaine mesure. Plus particulièrement, les participants ont, dès le début, cru en l'efficacité des interactions et de la RC entre pairs. Cependant, leurs sentiments envers les interactions entre pairs ont évolué positivement à travers le temps. De même, ceux qui ont appris à fournir une RC à leurs camarades de classe sont devenus plus confiants dans cette tâche. Enfin, les analyses de corrélation et de régression des résultats des taux de discours, de l'exactitude grammaticale et des scores réalisés aussi bien en contexte individuel qu'interactionnel indiquent que (a) les échelles d'évaluation était fiables; (b) les scores individuels n'étaient pas significativement corrélés avec ceux des performances interactionnelles, mais fortement corrélés avec ceux des taux de discours non élagués; (c) parmi les quatre mesures d'aisance, seule la mesure taux de discours élagués s'est révélé être un facteur significativement prédictif des résultats d'exactitude grammaticale.

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Keys, Timothy J. "Resolving the paradox of a multicultural society, the use of international folktales for the promotion of multicultural values in the classroom". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0003/MQ29548.pdf.

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Keys, Timothy J. "Resolving the paradox of a multicultural society : the use of international folktales for the promotion of multicultural values in the classroom". Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26738.

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In a multicultural society educators face the problem of identifying and promoting values that help people to interact in a peaceful and just manner. Instead of imposing values through indoctrination educators can promote multicultural values by designing and enacting curricula that help children to self-generate and choose these values.
I have developed a curriculum that uses international folktales to promote multicultural values without imposing them. This thesis is a holistic rendering of theory and practice in respect to the curriculum developed. The theory emphasizes multiculturalism and folktales as children's literature with a brief discussion of values education, qualitative research, anthropology, and curriculum design. The research comprises the procedures, results, and conclusions of a pilot study exploring children's value responses to international folktales and a principal study of teaching the curriculum to a sixth grade class. Through the synthesis of theory and practice a better understanding of multiculturalism emerges along with a researched curriculum.

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Drake, Penny Marie. "Classroom as text: A study of the integration of multiculturalism". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1076.

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Westerberg, Ågren Karl-Oscar. "Teaching the Postcolonial : Disrupting a euro-centric world-view in the multicultural classroom". Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-16704.

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This thesis discusses postcolonial literature as focus of study on Swedish upper secondary school. It is based on literature concerning postcolonial literature, identification and culture. It also contains an empiric survey of the spread of usage of postcolonial liturature for educational purposes at upper secondary school in Sweden. The survey is in two parts, one qualitative with teacher interviews. The other part is quantitative, based on the results of a questionnaire by students.

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Dichupa, Angela Maria F. Marela. "Locating art education in the multicultural classroom in Canada, a pedagogy of empathy". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq37513.pdf.

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Berlin, Lawrence Norman. "Toward a "working definition" of effective language instruction in the multicultural ESL classroom". Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284085.

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The purpose of this case study is to provide a working definition of effective language instruction consonant with the contemporary multicultural, university-level ESL classroom. Using a Grounded Theory methodology, it includes data from six months of teacher and student interviews, classroom observations, teacher evaluations, and questionnaires. Though attempts to categorize effective language instruction have been undertaken, previous taxonomies have been little more than altered models of teaching effectiveness from general education, offering little that is "new" or specific to the language teaching context. Furthermore, the shift from a teacher-centered to a student-centered classroom has not made great strides toward soliciting student input in the development of a contemporary definition of effectiveness. Thus, in approaching this working definition, I attempt to engage the fundamental principles of Critical Pedagogy to research by considering not only contemporary educational philosophy and the Communicative Approach to Language Teaching, but also students' needs and expectations based on their cultural and individual differences. Thus, the choice of pursuing a working definition rather than a definitive taxonomy emerges as a natural direction in the investigation. As it must be recognized that the microcontexts in the ESL classroom vary immensely in their makeup, the aim here is not to provide future second and foreign language teachers with a prescriptive formula, but rather a descriptive macroframework of domains which were abstracted and interpreted from the context of the ESL classroom. The qualitative, inductive case study approach used here enables teachers to identify elements derived from the organic data obtained in the classroom environment from its participants and apply it to their own situations. Thus, this framework can assist teachers in heightening their awareness and preparing them to participate effectively in a multicultural, university-level ESL classroom.

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Acolatse, Ras T. "Global mindedness and dispositions towards diversity in the classroom". Morgantown, W. Va. : [West Virginia University Libraries], 2010. http://hdl.handle.net/10450/11126.

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Thesis (Ed. D.)--West Virginia University, 2010.
Title from document title page. Document formatted into pages; contains xi, 132 p. Vita. Includes abstract. Includes bibliographical references (p. 90-100).

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Mangione, Lauren Margaret. "Experiences of Science Education Graduate Students in the Critical Voices Classroom". Thesis, Teachers College, Columbia University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13428285.

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Science teachers in the United States are not prepared to teach the students in their classrooms. Teachers are most often White females, while the children in their classrooms are from diverse backgrounds. Multicultural pedagogies exist, but teachers must be educated during their teacher preparation courses to understand their own relationship with race before they can enact such pedagogies in their classrooms. This qualitative study sought to examine the lived experiences of eight science education doctoral students in a course called Critical Voices in Teacher Education, through the qualitative method approach of transcendental phenomenology. The participants’ experiences were examined through three theoretical frameworks: transformative learning theory, White racial identity, and racial literacy. Interviews, field notes, and student reflections were used to collect data for this phenomenological study. The findings showed that through the process of critical reflection and group discussion, participants had a transformative experience in which their racial identities developed, and perceptions of students and curriculum shifted to include multicultural pedagogical approaches. The findings from this study supported the idea that teacher education programs must use racial identity development and multicultural curriculum as a foundation for all education programs.

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Stellingwerf, Janet Baker. "Tortilla soup: A teacher resource guide for the elementary social studies classroom". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1147.

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Jönsson, Robert. "Literature for the Intercultural Classroom : Discussing Ethnocentric Issues Using The Reluctant Fundamentalist by Mohsin Hamid". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-41525.

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Abstract This essay takes as its starting point that the Swedish classroom often is an intercultural environment and that it is therefore important to address issues connected to ethnocentrism in it. In this essay I examine how the novel The Reluctant Fundamentalist by Mohsin Hamid can be used in schools to raise such ethnocentric issues. The novel’s didactic potential becomes clear by capturing some of the views held by the book’s protagonist as an alternative to Western ethnocentric concepts. Furthermore, the ambiguity of the novel allows for students to reflect on the identification processes that produce ethnocentrism. The power of nostalgia is also discussed in this essay, and with it nostalgia’s possibly alluring, yet counterproductive qualities. Together, these topics and themes from The Reluctant Fundamentalist combine to illuminate a use of literature within the context of intercultural education. Keywords: Intercultural education, Ethnocentrism, Calvinism, Islam, Capitalism.

Dominant cultures exist in many different guises, yet may function almost invariably in symbiosis with double standards and discrimination. However, these acts are often only recognised by those being subjected to them, not by those practising the same. Selective concern and empathy depending on who the practitioners happen to be, as well as who the recipients of said acts are, actually helps to illustrate the precise definitions of these terms.

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Rosa, Filho Jeová Araújo. "Interculturality in the additional language classroom". reponame:Repositório Institucional da UFSC, 2015. https://repositorio.ufsc.br/xmlui/handle/123456789/132985.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2015.
Made available in DSpace on 2015-05-19T04:09:20Z (GMT). No. of bitstreams: 1 333577.pdf: 4254035 bytes, checksum: 111ca9c309efc1c5992093d7f90be501 (MD5) Previous issue date: 2015
Abstract : A great deal has been discussed and written about the relevance of interculturality in the additional language teaching and learning (Kramsch, 1993; Byram, 2002; Liddicoat and Scarino, 2013). According to Kramsch (1993), the teaching of an additional language, from an intercultural perspective, works as an experience that involves learners in de-constructing their perceptions about the world and the communities where they belong to. In such experience, the learner is interactively involved in practices of meaning making, which results from multiple interpretations of their own and otherÂ s cultures. However, despite the wide range of theoretical studies developed so far, there is not much empirical research conducted in real classrooms to investigate how interculturality can be constructed through the interaction between learners, teachers and texts. Therefore, this qualitative study aimed at understanding how three English teachers from a public school in Florianópolis deal with language and culture in the additional language classroom, analysing their perceptions of interculturality throughout their narrated and enacted pedagogic practices. Different data collection procedures were adopted so as to triangulate the data. The corpus of this study is composed of open-ended questionnaires, classes recorded in video, field notes, as well as transcriptions from classroom observations. The findings suggest that although the teachers recognize the relevance of interculturality in their classrooms, many are the difficulties when it comes to the enactment of such perspective. However, despite all the difficulties observed, when intercultural moments were managed to be constructed, the benefits were clearly noticed: students engaged in discussions, they were instigated to participate more, they could relate what was being taught to their realities outside the school, and indeed, this experience fostered them to understand the English class not only as a space of transmission of information about the language or customs of different cultures, but as a context of reflection where they could become more critical as students and citizens of world.

Muito se tem falado e escrito sobre a relevância da interculturalidade no ensino e aprendizagem de línguas adicionais (Kramsch, 1993; Byram, 2002; Liddicoat e Scarino, 2013). Segundo Kramsch (1993), o ensino de uma língua adicional, a partir de uma perspectiva intercultural, funciona como uma experiência que envolve os aprendizes na desconstrução de suas percepções sobre o mundo e as comunidades a que pertencem. Nesse tipo de experiência, o aprendiz é interativamente envolvido em práticas de construção de significados, que resultam de múltiplas interpretações de sua própria cultura e da cultura de outros. No entanto, apesar da vasta gama de estudos teóricos desenvolvidos até o momento, há poucas pesquisas empíricas realizadas em salas de aula reais para que se possa investigar como a interculturalidade pode ser construída através da interação entre alunos, professores e textos. Portanto, este estudo qualitativo teve como objetivo compreender como três professores de inglês de uma escola pública em Florianópolis lidam com língua e cultura na sala de aula de língua adicional, buscando analisar suas percepções de interculturalidade ao longo de suas práticas pedagógicas narradas e atuadas. Foram adotados diferentes procedimentos de coleta de dados, a fim de se garantir a triangulação dos dados. O corpus deste estudo é composto de questionários abertos, aulas gravadas em vídeo, notas de campo, assim como transcrições de observações em sala de aula. Os resultados sugerem que, embora os professores reconheçam a importância da interculturalidade para suas aulas, muitas são as dificuldades quando se trata da atuação dentro de tal perspectiva. No entanto, apesar de todas as dificuldades observadas, quando momentos interculturais foram construídos, os benefícios foram claramente notados: os alunos foram envolvidos nas discussões, instigados a participar mais, puderam associar o que estava sendo ensinado com suas realidades fora da escola, e de fato, essa experiência os encorajou a compreender a aula de inglês, não somente como um espaço de transmissão de informações sobre a língua ou os costumes de diferentes povos, mas como um contexto de reflexão, onde eles poderiam se tornar mais críticos como estudantes e cidadãos do mundo.

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Kimani-Oluoch, Rose. "Exploring Preservice Teachers' Perceptions of Classroom Cultural Diversity". Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/37665.

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The purpose of this qualitative study was to develop a better understanding of how eight preservice teachers perceived the culturally diverse students they encountered during their one-year teaching internship. Their personal and professional experiences with diversity were investigated in order to identify the direct and indirect influences they brought to a culturally diverse classroom. The data for this study consisted of narratives from their one-year teaching internship and their home, schooling, and college experiences with cultural diversity. Each preservice teacher was interviewed twice. The issues that emerged from their narratives were individually presented to give a clear picture of how they each perceived classroom cultural diversity. From their narratives, it is clear that how each of these preservice teachers perceived culturally diverse students was largely influenced by their life histories and experiences with cultural diversity. Cultural preparation in college acquired great significance as they each reflected on their preparation to teach in culturally diverse settings. None of them felt prepared to teach culturally diverse students. Instead, they indicated a preference of working in school settings that exhibited students similar to their own backgrounds. Classroom cultural diversity was seen as presenting special challenges, none of them felt prepared to handle. The implications from this study suggest that more preparation on how to work within culturally diverse classrooms is needed prior to, and during the student teaching internship.
Ph. D.

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Ko, Min-Jeong. "A case study of intercultural communication in a multicultural classroom in the Brisbane metropolitan area". Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/17806/1/Min_Jeong_Ko_Thesis.pdf.

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The current global and local issues of culture such as September 11, the Bali Bombings and the “Cronulla Riots” triggered a question for the researcher: “how do primary students deal with intercultural communication in multicultural Australia in times of cultural uncertainty and complexity?” Intercultural communication studies in Australia rely heavily on those of the United States of America and the United Kingdom. For this reason, this study was planned to investigate intercultural communication in a multicultural classroom in a primary school in Australia. The research employs an ethnographical case study methodology with data collected from observation, interview and documentation. 56 Year 7 students and two classroom teachers from two classes and the school ESL (English as a Second Language) teacher were included in the study. Amongst the 56 students, 24 students were interviewed along with the classroom teachers and the ESL teacher. School documents regarding the promotion of intercultural communication were also collected during the observation period. The study found that differing language capacities of students and teachers have the greatest influence on intercultural communication. Language was observed to influence positive and negative intercultural communication in the classroom. The study also confirmed that the theory of Intercultural Communication Competence (Wiseman, 2002) supports the current ethos of this school’s curriculum. Overall, the study provides a vicarious experience of intercultural communication in an Australian multicultural classroom. Intercultural communication in this particular school did not appear to be problematic. This could be due to the teachers’ endeavours to promote intercultural communication both implicitly and explicitly. In concluding, the study suggests that this school could be a model for promoting intercultural communication with a few modifications to its programs.

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Ko, Min-Jeong. "A case study of intercultural communication in a multicultural classroom in the Brisbane metropolitan area". Queensland University of Technology, 2008. http://eprints.qut.edu.au/17806/.

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The current global and local issues of culture such as September 11, the Bali Bombings and the “Cronulla Riots” triggered a question for the researcher: “how do primary students deal with intercultural communication in multicultural Australia in times of cultural uncertainty and complexity?” Intercultural communication studies in Australia rely heavily on those of the United States of America and the United Kingdom. For this reason, this study was planned to investigate intercultural communication in a multicultural classroom in a primary school in Australia. The research employs an ethnographical case study methodology with data collected from observation, interview and documentation. 56 Year 7 students and two classroom teachers from two classes and the school ESL (English as a Second Language) teacher were included in the study. Amongst the 56 students, 24 students were interviewed along with the classroom teachers and the ESL teacher. School documents regarding the promotion of intercultural communication were also collected during the observation period. The study found that differing language capacities of students and teachers have the greatest influence on intercultural communication. Language was observed to influence positive and negative intercultural communication in the classroom. The study also confirmed that the theory of Intercultural Communication Competence (Wiseman, 2002) supports the current ethos of this school’s curriculum. Overall, the study provides a vicarious experience of intercultural communication in an Australian multicultural classroom. Intercultural communication in this particular school did not appear to be problematic. This could be due to the teachers’ endeavours to promote intercultural communication both implicitly and explicitly. In concluding, the study suggests that this school could be a model for promoting intercultural communication with a few modifications to its programs.

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Fitzpatrick, Kelley Denise. "The Use of Global Issues in A University ESL Classroom: The Students' Perspective". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4736.

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There is increasing interest on the part of ESL educators in the inclusion of contemporary, global issues in their classrooms. Theory about content-based ESL, as well as trends in education, generally, lend support to such enthusiasm. However, ESL educators may be erroneously assuming that their interest in this material is shared by their students. Global issues can also be controversial. Their inclusion in the classroom has the potential to create an uncomfortable, and therefore ineffective, learning atmosphere in a multicultural ESL setting. This qualitative case study examined the use of global issues as the content material in a university-based ESL advanced listening/ speaking class, from the perspective of ten students. A variety of data-gathering methods were employed: direct observation of whole-class sessions; observation and audio-recordings of small-group discussions; tape-recorded journals created by the subjects; audio-recordings of two interviews conducted with each subject. The study focused on three areas: awareness of/interest in global issues developed by the subjects while in their home countries; background experiences and interest in critical analysis developed by the subjects prior to the study; possible changes experienced by the subjects, both in comfort and interest in using global issues in the ESL classroom, during the study. The results indicate that the majority of the subjects entered the classroom with some exposure to several specific global issues. Most had little experience in analyzing the issues using the type of critical analysis common to American academic settings. Initially, most felt hesitant about publicly expressing opinions regarding controversial issues; this reluctance was alleviated by the end of the term. Interest in the material also increased for most subjects during the term. The primary difficulties were found to be related less to global issues and more to the activities performed while working with the subject matter. The study concludes that global issues may be better- suited to classroom activities requiring less public expression of individual ideas and opinions. It also recommends training for ESL educators in intercultural conflict resolution, to enable them to facilitate effective classroom discussion of controversial issues.

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McMillan, Daphne Diana. "Accessing academic literacy for diverse learners : a case study of an elementary Social Studies classroom". Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2572.

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This study explored one classroom teacher's attempt to bridge young learners' access to the academic content of Social Studies in an elementary, multilingual, multicultural, mainstream classroom. To this end, it examined both the planning and enacting of a Grade Five/Six Social Studies unit: Immigration In Canada. The unit was designed to draw on the teacher's and learners' social and cultural identities as a resource and afford students multiple ways to access and demonstrate understandings. In the complex, and dynamic environment of the mainstream classroom, the subject of Social Studies presents a linguistically demanding academic discipline for native English speakers and often an even more formidable challenge for students who are in the process of acquiring English as a second or an additional language Simultaneously, the subject matter of Social Studies can provide a useful venue to share experiences related to language, culture and personal histories. This study provided a rich and holistic account of the everyday classroom life of students' and their teacher's experiences over a three month time span during Social Studies lessons. Through qualitative research methods, data were drawn from reflective notes of planning sessions, field notes of classroom observations, audio-recorded interviews of the students, and an audio-recorded interview of the teacher, a survey and student work samples. Two, one hour after school planning sessions and seventeen (usually forty-five minute) classroom lessons were observed over a three-month period. The data was analyzed and systematized around my research questions in order to explore how the Social Studies unit was enacted in a mainstream setting. The qualitative analysis of the data suggested that there were positive connection between the curriculum as planned and the curriculum as experienced in the classroom. The study demonstrated that a Social Studies unit that encompassed a multiliterate pedagogy where particular attention was paid to drawing on students' social and cultural identities had very positive outcomes. The study also highlighted that the teacher's own professional identity played a key factor in affirming student identity and promoting student engagement. There was a strong link between investment of the learner and the relationship between the teacher and the students. The students were more deeply invested in the lessons than they might otherwise have been because the learning environment that the teacher constructed, valued students as members of a learning community, each with a personal history that was respected. The findings also suggest that the narrative genre of storytelling was a preferred activity for students and bridged a connection between both home and school environments. Within the Social Studies lessons the teacher continually emphasized and fore-grounded the role of relationship between student and teacher and student to student as means to an effective learning environment. The study also highlighted the need for further research in diverse, elementary mainstream, classroom settings and the need to further examine literacy practices that encompass a more linguistically and culturally responsive pedagogy.

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Hung, Shao-Ting Alan. "Alternative EFL assessment integrating electronic portfolios into the classroom /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215202.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Adviser: Martha Nyikos. "Title from dissertation home page (viewed June 18, 2007)."

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Alexander, Wayne Don. "Dealing with diversity in the classroom : a teacher's perspective". Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1973.

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Thesis (DTech (Education))--Cape Peninsula University of Technology, 2009
This study explores how fifty primary school teachers in the Cape Peninsula, South Africa understand the concept diversity and how they indicate that they manage diversity in their classrooms. The study locates the discussion on diversity and classroom practice within the context of socio-political change in South Africa. Classrooms in South Africa today encompass an array of races, languages, traditions, belief systems and religions. This reflects a shift from the apartheid past where leamer populations were more homogenous. With this shift in leamer demography, teachers face multiple and complex issues that may challenge many of their educational practices and assumptions. The key theoretical concepts underpinning this study were those of critical pedagogy and critical multiculturalism. These concepts were deemed appropriate because of the location of the study within a framework of social justice. Qualitative research was employed in the collection of the data. Teachers' understanding of diversity and their accounts of how they manage diversity were explored through questionnaires, interviews and a focus group discussion. The study showed that diversity was understood by the teachers in the study as an all-encompassing concept underscored by notions of social justice, multiculturalism and leaming styles. The study drew attention to the interconnectedness of race, socio-economic factors, language, religion, learning styles and resources as the main issues that teachers confront in the classrooms. These issues are common across the former racially-based departments of education; however different social conditions led to different issues being prioritized by the teachers. Teachers acknowledged the importance and need to incorporate diversity issues into their learning areas and daily classroom practice to improve the life chances of learners. They indicated that, despite policy changes supporting diversity education, they had not been formally prepared for their new roles. On the whole, they managed diversity through multiculturalism, social activities, assimilation and a caring approach.

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Mori, Shigenori 1962. "Cross-cultural differences in "ESL classroom personality"". Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/291437.

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Comparing Japanese and Mexican groups, the present study investigated cross-cultural differences in ESL learners' affective traits specific to formal settings. The target traits were measured by self-reporting questionnaires and class observations. Factor analysis of the questionnaire extracted four factors of ESL learners' affective traits, which were termed "activity", "social-awareness", "desirable behavior in formal learning", and "social isolation". The results indicated that some of these factors were strongly related with learners' cultural backgrounds. More specifically, the results showed Mexican students tended to take a more active approach toward in-class learning than their Japanese counterpart. However, the results also suggested that, in spite of passive learning behaviors they usually displayed, Japanese students valued active learning behaviors. Generally, the findings of this study are fairly congruent with the model constructed prior to the study.

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Sims, Rob. "Mathematical enculturation, an exploration of the impact of multicultural interaction in an international school classroom". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0029/MQ52951.pdf.

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Clott, Aimee D. 1976. "Conflict behavior in the diverse classroom". Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/11066.

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xii, 91 p.
Increasing diversity in education necessitates the incorporation of diversity-related curricula to assure student learning and development. Responding to the diverse needs of students improves learning and development for all students, which in turn fosters inclusive environments in education. Avoidance of conflicts sparked by differences encountered in diverse classrooms may prevent the incorporation of diversity-related curricula. The literature suggests that the predominance of conflict-avoidance among educational professionals may be related to previous exposure to diversity-related issues and content in their educational training. However, empirical evidence of conflict-avoidance among educational professionals in response to this type of exposure has yet to be established. This study surveys students enrolled in a diversity-related education course in an effort to estimate the effects of diversity-related training on conflict-avoidant behaviors.
Committee in charge: Dr. Paul Yovanoff, Chairperson; Dr. Gerald Tindal, Member; Dr. Roland Good, Member; Dr. Cheyney Ryan, Outside Member

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DeBerry, Tealia N. "A Portrait in Black and White| An Analysis of Race in the Adult Education Classroom". Thesis, University of South Florida, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10606164.

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Adult education is a reciprocal relationship between adult learners and adult education practitioners. As such, it is essential to understand the experiences of adult educators and adult education practitioners as they teach adults. This study focuses on how ideas about race and racism are examined in the graduate-level classroom and the adult learners’ experience as they focus on subject matter that challenges their assumptions and forces them to create new understandings about race. This study examines, through the portraiture methodology, the experiences of a White researcher and the adult learners engaging in dialogues about race in a CRT course.

The findings of this study include an examination of my role as a White researcher engaging in dialogues in this CRT course, including an inquiry into my silences, trepidation, and feelings of helplessness during the classroom interactions. I also examine the ways in which the adult learners who participated in this course communicated their ideas to their peers as well as the understandings and misunderstandings of the themes presented in the course.

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Patch, Michael Renford. "Measuring sustained effects of a diversity course on classroom teacher beliefs a retrospective pretest study /". abstract and full text PDF (free order & download UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3307707.

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Bailey, Kari. "Race in the classroom identifying and uprooting bias /". Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bailey_KMITThesis2009.pdf.

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Lück, Kerstin. "Language and identity in late modernity : the interdiscoursal construction of identity in a multicultural university classroom /". For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2004. http://uclibs.org/PID/11984.

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Almaraz, Mirella. "Bilingual early care and education teachers| Applying personal experiences to classroom practice". Thesis, Mills College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3683319.

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This qualitative study was exploratory in nature. The goals were to examine: (a) if and how bilingual early care and education (ECE) teachers perceived their personal second- language learning experiences to have informed their practices in the classroom, and (b) to explore the teachers' experiences working in classrooms with children who spoke multiple home languages. The following research questions were addressed: (1) What are bilingual ECE teachers' teaching practices with children who are dual language learners (DLL)? (2) In what ways do bilingual ECE teachers' second language learning experiences influence their teaching practices with DLL children? The nine female ECE teachers participating in this study were bi- or multilingual, had completed a college-level degree, and had at least 3 years of experience working in ECE. Data sources included a Participant Demographic Questionnaire, two observations, an interview, a reflection activity, and follow-up letters. Results identified the use of several best practices for working with DLLs, and classroom practice was found to be empathetic, inclusive, and encouraging of children to maintain their home language. Overarching findings showed the importance teachers placed on providing a seamless experience for DLL children, the need for additional training specific to teaching DLL children, and the importance of preparing DLL children for future success. Research, practice, and policy implications are: (a) draw on bilingual teachers and their personal experiences and practical knowledge, (b) implement policy changes at the state level that would create a new certification, and (c) address the content of higher education degrees and ECE training.

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Vermaak, Annaline. "Experiences of teachers in multicultural classrooms in ex-model c secondary schools". Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/14068.

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This study examined experiences of teachers in ex-Model C secondary schools in Port Elizabeth with specific reference to the strategies adopted, challenges and rewards of teaching in diverse classrooms. It is located in the realm of diversity pedagogy and multi-cultural education and contextualized against the socio-political and colourful historical climate of education in South Africa. This study was conducted by using the qualitative research approach against the backdrop of the phenomenological design according to the interpretivist paradigm. Data were elicited through in-depth semi-structured interviews with 16 teachers from 4 ex-Model C English medium secondary schools (formerly White schools) who had experiences of teaching both pre-1994, when schools were mono-ethnic, and post-1994 when the schools were multi-ethnic. The interviews were transcribed and the rich thick data were analysed and categorized into themes and sub-themes by adopting a constant comparative method. The findings of the study indicate that teachers failed to embrace diversity to its fullest, although they did not mind teaching diverse learners. Furthermore, it is evident that they have not made concerted efforts to implement culturally responsive teaching strategies to cater for diversity in their classes as the approaches tend to be cosmetic and superficial. The findings indicate that teachers are stuck in the quagmire of business as usual-, colour-blind-, assimilationist, contributionist approaches that militate against culturally responsive pedagogy. It is recommended that teachers be empowered with skills in diversity education by various stakeholders such as School Governing Bodies, the Department of Basic Education and teacher unions so that they are better equipped to implement strategies in their classes that cater to the needs of a diverse learner population.

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Suydam, Theresa L. "A comprehensive literature review and discussion of recommended teaching practices for use in a multicultural training program or educational classroom environment". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008suydamt.pdf.

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Hancock, Stephen D. "Creating positive spaces a narrative account of the development of a multicultural learning community /". Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060974511.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xii, 213 p.; also includes graphics Includes bibliographical references (p. 204-213). Available online via OhioLINK's ETD Center

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Dyer, Jennifer Nicole. "SHARING AFRICAN AMERICAN CHILDREN'S LITERATURE: MULTICULTURAL TEACHING PRACTICES OF TWO MALE TEACHERS". Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1039545071.

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Thesis (Ph. D.)--Ohio State University, 2002.
Title from first page of PDF file. Document formatted into pages; contains xii, 194 p.; also contains graphics (some col.). Includes abstract and vita. Advisor: Evelyn Freeman, College of Education. Includes bibliographical references (p. 174-192).

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Reiter, Abigail B. "Getting what they expect teacher expectations and iequality [i.e. inequality] in the classroom /". View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/reitera/abigailreiter.pdf.

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Kono, Nariyo. "Language orientations: Case study of a Japanese-as-a-foreign-language classroom". Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280530.

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The purpose of this study is to examine the theories of orientations in the context of a Japanese-as-a-foreign-language (JFL) classroom in the Northwest of the United States. Using a Grounded Theory methodology, this study includes data from card-sorting activities, teacher and student interviews, classroom observations, and scenario studies. The perspectives of language planning--theories of orientations--bring socio-political aspects to the foreign language classroom context, and help to describe the participants' voices, hopes and determinations toward learning Japanese in a foreign language classroom setting. The existing theories of orientations and the abstraction of the data results are merged into a new taxonomy. The notion of Grounded Theory--an interplay of data and theories--is a central perspective throughout the study. The JFL program in the Northwest reflects many aspects of the language-as-resource orientation. Most of the participants' voices and hopes are explicitly included in the program and in some standards on foreign language education. However, heritage language and identity issues are not explicitly discussed in this program. The research suggests that this program consider this aspect and develop an appropriate methodology for this population. In addition, a new descriptive orientation taxonomy is suggested in the coding process: Language as means of communication, Language as linguistic means, and Language as a mediator of culture (with two different emphases: First language and culture; and Any language and culture). The research findings and interpretations were negotiated with the participants in order to assure their appropriateness, and the study includes two-year data from various interviews, ranging from a pilot study to final interviews. Final interviews were conducted in addition to the main study in order to assure the results and my interpretations of interview quotations. This study contributes to research methodology itself by incorporating various research tools including descriptive statistics and traditional qualitative methods. As an exploration of this topic, this study presents important implications to foreign language education and pedagogy, and to theory development in language planning and policy.

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Neuharth, Jay Stanley. "Empowering ESL Students for Out of Classroom Learning". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4909.

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Since its publication in 1898, The Turn of the Screw has been the focus of diverse critical interpretation. It has reflected shifts in critical theory that include the Freudian, psychoanalytic, mythological, structuralist, reader-response, linguistic, and new-historical schools. The majority of critical interpretations have focused on the governess's narrative and have excluded the prologue, or frame narrative, that begins the novella. The critics who did examine the prologue overlooked James's departure from the traditional use of frame narration and the importance of the structure of the frame in creating a text of insoluble ambiguity. James departed from traditional frame narration in four ways. By using only an opening frame, the reader is forced to rely on the prologue in order to determine narrative reliability. By creating a condition of reciprocal authority between the unnamed narrator and Douglas, the opening frame denies the possibility of using either character to substantiate the reliability of the other. The condition of reciprocal authority is constructed through a dialogue pattern in which the narrator and Douglas interpret each other's gestures and comments and finish each other's sentences. It is the use of the pattern in the prologue that prepares the reader to accept it in the governess's narrative. The governess repeats the dialogue pattern with Mrs. Grose and Miles. Their discussions appear to validate the governess as a reliable narrator when in fact her reliability is as impossible to determine as the reliability of Douglas or the frame narrator. The result of these departures from traditional frame narration is the construction of a text of insoluble ambiguity.

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Husband, Terry. "He's too young to learn about that stuff an examination of critical, anti-racist pedagogy in an early childhood classroom /". Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211327601.

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Rozprawy doktorskie na temat „Multicultural classroom”

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