Diverse Classrooms Research Articles

Study on the Application of Blended Teaching in English Writing Teaching in High School

To meet the demands of modern information-based teaching in elementary education, blended teaching is gradually being promoted in English teaching. However, high school English writing still faces issues such as outdated teaching methods, limited teacher-student interaction, and insufficient writing feedback. This paper examines the application of blended teaching in high school English writing by analyzing these problems. To improve students’ writing skills, teachers must adopt new teaching concepts, fully leverage online resources and writing platforms, encourage students’ participation, promote diverse classroom interactions, and provide timely feedback. By doing so, high school English writing teaching can be effectively enhanced through blended teaching.

Multimodality as a “third space” for English as an additional language or dialect teaching: early career teachers’ use and integration of technology in culturally and linguistically diverse classrooms

ABSTRACTThis research reports on a qualitative study that examines early career teachers’ preparedness for the pedagogical use and integration of (digital) technology in culturally and linguistically diverse (CaLD) classrooms. In particular, it explores and unpacks teachers’ views of and experiences with the affordances of technology and feelings of preparedness to create a multimodal “third space” in the classroom that leverages the practices that learners have developed in the “first space” of their homes and communities and what they must develop in “the second space” of school. In-depth semi-structured interviews with eight mainstream secondary school teachers in Sydney addressed three broad dimensions: (i) their feelings of preparedness to implement multimodal classroom practice for English as an additional language or dialect (EAL/D) students; (ii) their challenges and experiences with digital technology in creating a multimodal “third space”; and (iii) the teachers’ observed and perceived benefits of a multimodal “third space” to support the needs of EAL/D learners. Analysis of interview data revealed that although teachers reported sufficient knowledge of and confidence with digital technology and acknowledged the potential of multimodal environments for supporting EAL/D learners’ needs, they do not appear to be pedagogically prepared to deliver multimodal classroom practice due to the lack of preparation in initial teacher education (ITE) courses and an overcrowded curriculum, which do not always allow for the creation of third spaces in the classroom.

Promoting Inclusive Accounting Education through the Integration of Stem Principles for a Diverse Classroom

In recent times, accounting education has explored many innovative approaches to address the collective needs of students. Integrating STEM (Science, Technology, Engineering, and Mathematics) principles in accounting education promises an increased potential for technology-driven solutions, enhanced learning strategies, and inclusivity. This study investigated the effects of integrating STEM principles into accounting education. The specific objective was to understand the impact of STEM integration on student engagement, academic performance, diversity, and inclusivity within accounting programs. The study adopts quantitative methods, using surveys to collect primary data from 342 respondents ranging from lecturers, teachers, and students, while Linear regression was used to test the hypotheses. The study revealed a positive relationship between STEM integration and student academic performance and engagement. Results also showed that integrating STEM principles into accounting education positively impacted inclusivity and attracted a diverse classroom. The study recommends that accounting education policymakers develop a curriculum that aptly incorporates STEM concepts into accounting courses that would appeal to students from diverse backgrounds; and the accounting faculty of tertiary institutions should play a vital role in STEM integration and inclusivity by undertaking training sessions on STEM-related skills, inclusive teaching methods, and cultural sensitivity.

Use of Mobile Applications in Establishing Inclusive Education in Pedagogy

Objective: The article explores the use of mobile applications in establishing inclusive education in pedagogy. The objective of this article is to explore the use of mobile applications in establishing inclusive education in pedagogy. The study aims to understand the impact of mobile applications on the learning experiences of students with diverse learning needs and abilities.
 
 Method: The method employed in this study includes a comprehensive literature review, analysis of existing mobile applications, and a pilot study conducted in a diverse classroom setting. The study also incorporates interviews and surveys with teachers and students to gather insights on the effectiveness of mobile applications in inclusive education.
 
 Result: The results of the article indicate that mobile applications have the potential to enhance inclusive education by providing personalized learning experiences, adaptive learning resources, and interactive platforms for students with diverse needs. Teachers also reported a positive impact on student engagement, motivation, and academic achievement.
 
 Conclusion: Conclusion includes the findings suggest that the use of mobile applications can play a significant role in establishing inclusive education in pedagogy. However, it is essential to consider accessibility, usability, and equity in the development and implementation of mobile applications for inclusive education. Further research and collaboration among educators, technologists, and stakeholders are necessary to maximize the potential of mobile applications in promoting inclusive education.

Narratives of participation in diverse classrooms: behind the best intentions

ABSTRACT This study adopts the methodological lens of narrative ethnography and the concept of key incidents as condensed narratives to examine how narratives of education and cultural normativity emerge in diverse classrooms with migrant adolescents. In focus is how migrant students’ experiences and participation in classrooms are framed and assessed by teachers. Through classroom observations and interviews with the adolescents, the study gives profound insights into classroom practices, as the multitude of stories reveals the complexity of participation and educational outcomes. It is revealed how schools mediate and control narrative production and narrative normativity, even in situations in which teachers have the best intentions to include diverse experiences. Key incidents in the classrooms stood out as acute events that made evident the enforcement of cultural normativity and the exclusion of the adolescents’ experiences and participation.

Enhancing EMI pedagogical curricula to prepare pre‐service English teachers for socioculturally diverse classrooms

AbstractWith the rise of English as a global academic lingua franca, the implementation of English medium instruction (EMI) in South Korea's higher education system has grown substantially. This mixed‐methods study contributes to the scholarship on EMI policy and practice by drawing on data from the training experiences and self‐assessment of 327 pre‐service English teachers (PSETs) regarding their preparation to serve as secondary English teachers, the latter being key to high school students’ achievement in higher education. We examine teachers’ English competencies and explore their challenges and associated needs in implementing EMI for their professional success. Our quantitative analysis shows that, for PSETs, English‐speaking skills are the most challenging aspect of learning and teaching English. Moreover, current opportunities to improve their English proficiency through EMI courses appear to be inadequate. Subsequent analysis shows that English proficiency serves as a significant mediator of the association between EMI satisfaction and self‐efficacy about teaching English through English. Our qualitative analysis further confirms that PSETs have less exposure than expected to language‐related resources in their educational context, and they express a need for greater knowledge of student well‐being and linguistic and cultural diversity. We provide a set of recommendations to enhance the quality of EMI policies and curricula, including offering tailored language modules to develop well‐qualified secondary English teachers.

Do my students think I am racist? Effects on teacher self-efficacy, stress, job satisfaction and supporting students in culturally diverse classrooms

Schools are an important context of intergroup contact between culturally diverse teachers and students, where intergroup anxiety may occur. Using survey data from school teachers in Germany, this study aimed to extend research on intergroup anxiety by investigating the concern about appearing racist as a potential risk factor for teachers' well-being and functioning in culturally diverse classrooms. The findings suggest that teachers who are more concerned about appearing racist also experience more stress and less self-efficacy teaching in culturally diverse classrooms. This can reduce their job satisfaction, and also affect their ability to support their students’ needs in the classroom.

Learning to learn in mathematics: Two Fulbright distinguished awards in teaching fellows’ narratives

Two middle school educators earned a Fulbright Distinguished Award in Teaching fellowship. A Fulbright Finland Foundation inter-country travel grant provided the grantees with a unique opportunity to connect and collaborate at the University of Helsinki. Within this research, they described their inquiry experiences. The research included examining authentic student-centered learning continuums and phenomenon-based learning in Finland and teachers’ adaptability in relation to meeting the needs of linguistically and culturally diverse math classrooms in the Netherlands. This paper summarizes how cross-cultural dialogues, classroom observations, and informal interviews with educators, students, and thought leaders informed each grantee’s discovery of how student-centered learning is structured, delivered, and valued in Finland and the Netherlands. This article (1) describes how communication empowers middle school mathematics students, (2) analyzes the learning-to-learn framework, and (3) provides insights into how to utilize language diversity in a mathematics classroom.

Classroom chronicles: through the eyeglasses of teachers at varying experience levels

IntroductionTeachers face the intricate task of managing diverse classroom situations, directly affecting student learning outcomes. Many preservice and beginning teachers, however, find classroom management challenging. Effective classroom management hinges on the teacher’s ability to notice and interpret visual cues that signal potential issues - a proficiency termed ‘professional vision.’MethodsIn this study, we used mobile eye-tracking glasses to assess the professional vision of 22 preservice, 17 beginning, and 19 experienced teachers as they instructed their classes.ResultsOur findings revealed no discernible differences in the efficiency of visual processing across varying teaching experience levels throughout the lesson. Interestingly, by the lesson’s end, preservice teachers demonstrated a slight uptick in fixation counts compared to the onset. As for perceptual span, overall teaching experience did not significantly influence the dispersion of fixations, though experienced teachers exhibited a more expansive visual span at the lesson’s commencement than its conclusion. In examining mental effort, teaching experience did not notably impact the average fixation durations. Yet, preservice teachers registered a subtle decrease in fixation durations as the lesson progressed to its end. In conclusion, this study showed that professional vision manifests differently across teaching experience levels.DiscussionGiven its nuanced influence on classroom management and student engagement shown in prior research, our study underscores its importance in pedagogical training.

Avoiding Academic Burnout: Academic Factors That Enhance University Student Engagement.

Burnout is one of the major problems in higher education and is linked to a decline in students' academic performance and achievement. Burnout, when prolonged over time and added to stress and high workloads, promotes the intention to drop out of studies, which translates into negative consequences for individuals and groups. Academic engagement is proposed as an effective alternative to offer solutions to improve the quality of education and counteract current negative trends. This study is based on a correlational-descriptive research design. It aimed to find out to what extent students feel engaged in their university studies and to identify and analyze possible correlations between engagement and specific classroom variables. To this end, a sample of 764 college students was studied. The result showed that students feel connected to and interested in their studies and that the area of knowledge impacts student engagement. They also indicate how learning strategies used in the classroom positively impact academic engagement.

Implications for Initial Teacher Education (ITE) programs in preparing mainstream teachers for culturally and linguistically diverse classrooms

Implications for Initial Teacher Education (ITE) programs in preparing mainstream teachers for culturally and linguistically diverse classrooms

Mathematics teachers’ use of assessment for learning to promote classroom diversity of learners

Mathematics teachers’ use of assessment for learning to promote classroom diversity of learners

Universal Design for Learning (UDL) in Diverse Classrooms

Inclusive education recognizes and celebrates the diversity of learners, fostering an environment that values and respects individual differences. In order to foster inclusive learning environments, this study explores the transformative potential of Universal Design for Learning (UDL) in the context of heterogeneous classrooms. The Universal Design for Learning (UDL) framework is based on offering a variety of ways for students to be represented, engaged, and expressed. It acts as a catalyst to help address the various learning needs of students right away. The study looks at how UDL concepts are used in practice, examining how teachers might modify their lesson plans, instructional strategies, and assessment protocols to create a welcoming and inclusive learning environment for students from all backgrounds and skill levels. The early detection of learning abnormalities, proactive intervention techniques, and the use of adaptive technologies are important elements of the study. The study examines how UDL affects students’ participation in class, their academic performance, and their general well-being, and highlights the significance of the valuable insights into the successful implementation of UDL in diverse classrooms.

Deliberative Interdependence: A Durkheimian Approach to Promoting Collaborative Learning in Diverse Classrooms

ABSTRACT As institutions of higher education have become more diverse over the past several decades, building a strong sense of community in the classroom has emerged as a core moral and pedagogical imperative to make students from all backgrounds feel welcome and promote their academic success. In this paper, I argue that the pedagogy underlying the impetus for community building in the classroom is premised on a problematic understanding of the type of bonds that connect students in a genuinely diverse classroom. In Durkheimian terms, these bonds are more akin to organic solidarity (bonds by virtue of mutual reliance) than mechanical solidarity (bonds by virtue of shared cultural and moral beliefs). Instead of community building, I propose deliberative interdependence as a more effective model for generating collaborative learning in diverse classrooms. I illustrate how to apply this model through innovative learning and assessment methods and draw on student course evaluations to document their effectiveness.

Teachers’ perceptions and lived experiences of challenges in culturally diverse classrooms: establishing an equitable school environment

Abstract The increasing population of students of color in public school settings in the United States is a persistent challenge for White teachers teaching diverse student populations with students from racially, ethnically, culturally, and linguistically diverse families and communities of lower socioeconomic status to make learning more effective in their classrooms. This qualitative study aimed to identify the challenges in teaching students of diverse backgrounds in public school settings in a school district in Houston, the most ethnically diverse large metropolitan area in the United States. The study focused on the lived experiences with in-depth and semi-structured interviews conducted with 7 participants (6 females; 1 male) to gain insights into their perspectives and understand the essence of their experiences. The findings showed that the lack of language proficiency and trained teachers in culturally responsive teaching often create barriers to effective schooling. The findings emphasize the importance of culturally responsive teaching to prepare highly effective teachers to address the needs of an increasingly diverse student population in the United States.

“Issa open your books għax ser nibdew il-lesson tal-English...”: The impact of Maltese primary school teachers’ language backgrounds on linguistic identities, language use, and pedagogical practices

Bilingualism is a quintessential feature of being Maltese, as speaking multiple languages is an integral part of the island’s culture and history of foreign occupation and colonisation. Bilingual identities are shaped by language acquisition and socialisation, and educators construct their own linguistic identities and pedagogies through personal, educational and professional experiences. Maltese teachers believe that they organically use fluid language practices such as code-switching and translanguaging in their classrooms; however, they are uncertain about the benefits of these practices, and how they can utilise them in a structured manner, especially in view of the increase in linguistically diverse classrooms as a result of recent demographic shifts. This paper focuses on the way that Malta’s socio-cultural context shapes teachers’ linguistic identities, and how this may in turn impact their pedagogy. This study also supports previous research advocating the use of hybridised language practices as the way forward within linguistically diverse classrooms.

Bridging the Divide: Advancing the Science and Art of Teaching Reading in Diverse and Inclusive Classrooms

The fall 2023 issue of the Georgia Journal of Literacy delves into a crucial intersection: the empirically supported science of reading and the ever-present need for diversity, inclusion, and multi-modal literacies in our classrooms. As the dialogue around literacy shifts toward science-based methods, the articles in this issue pose a pivotal question: How can these scientifically grounded methods be incorporated into diverse and inclusive learning environments? Our contributors approach this conundrum from multiple angles—examining ESOL co-teaching strategies, leveraging picturebook biographies for inspiration, implementing culturally relevant pedagogies, and providing practical teaching tips for diverse classrooms. Through a carefully curated ensemble of articles, we challenge traditional paradigms and advocate for a literacy education that is scientifically rigorous yet deeply sensitive to the rich tapestry of cultural, linguistic, and cognitive diversity in our classrooms. The content serves not just as a timely response to ongoing debates in literacy education but also as a catalyst for future innovations that harmonize the science with the art of teaching reading. This issue aims to inspire a shift—from mere motivation to deep-rooted inspiration, from monolingualism to multilingualism, and from traditional to culturally responsive pedagogical practices.

Teacher Buoyancy in Managing Learners in Diverse Classrooms: An Integrative Review of Literature

Teacher Buoyancy in Managing Learners in Diverse Classrooms: An Integrative Review of Literature

Exploring teacher practices for enhancing student engagement in culturally diverse classrooms

Exploring teacher practices for enhancing student engagement in culturally diverse classrooms

A Cross-Cultural Analysis of a Turkish EFL Textbook: Hu and McKay's Analytic Framework

Due to rapid globalization, culture is an essential element of foreign language pedagogy. Cross-cultural communication and foreign language learning have become increasingly important since it provides the common basis for intercultural contact. Textbooks are crucial pedagogical resources in the EFL context since they are the primary sources of building intercultural understanding. The main purpose of this study was to explore how a local Turkish EFL textbook presented interlingual and intercultural diversity in Turkish EFL classrooms. Hu and McKay's (2014) analytic framework was adopted to investigate the linguistic and cultural contents of the textbook. The findings revealed that the textbook needed more group work activities, which does not promote communication enough. In addition, the cultural content was dominated by the native culture (Turkish). In the textbook, mainstream contexts (i.e., family, school, holidays) along with local Turkish cultural elements formed the majority of the settings. In addition, places, names, and events were mainly from Turkiye, while these elements from other cultures, including Anglo-American, were limited. Finally, cross-cultural conversations were included; however, the topics chosen were about Turkiye and popular culture. These findings were discussed regarding cross-cultural communication, EIL and practical ELT pedagogy.