Multicultural Students Research Articles

Penggunaan Tindak Tutur Direktif Mahasiswa Multikultural dalam Konteks Kesantunan

This study aims to reveal the use of directive speech acts of multicultural students studying in Malang City in the context of politeness. Qualitative descriptive is the method used in this study. Five tribes are the subject of this research, namely Java, Sumba, Flores, Dayak, and Madura. Data were collected using questionnaires, interviews, and observations. The data obtained were analyzed based on how they used directive demand speech act in different situations in the realm of family, friendship, and school and how they minimized the FTA that might occur when facing different speech partners. The results of this study indicate that from the four aspects that become the parameters of this study, multicultural students in using directive speech acts have the following pattern. In the aspect of direct/indirect speech acts, in three different domains, all multicultural students use direct speech acts and the honorific aspect. The use of hedge aspects is more widely used in the campus domain. Meanwhile, in the aspect of speech level, only Javanese and Madurese students use it.

I Participate; Therefore, I Am (And I Learn): Researching Learners’ Multilingual Identity in the Multilingual School Context

Summary This study examines the relationship between the participation of multilingual students in FAL (French as an additional language) classroom and language learners’ identities associated with the related community of practice. Classroom participation, a key concept of the study, is defined as a verbal form of learners’ investment in language learning, which can both enhance language learning and change the identity of language learners. The research was conducted in an international multilingual school in Croatia among eight 5th grade multilingual and multicultural students learning French as an additional language. For data collection purposes, French language lessons and twelve video recordings with a total length of approx. 480 minutes were observed and taped. A qualitative analysis of the participation of each student was conducted with the regard to the power relations among members of the classroom. The analysis revealed that, from the chosen theoretical perspective where an additional language is seen both as a tool of power and a tool for power, the identity of language learners can be described as a dynamic combination of some of the following identity positions: a language learner in a position of power, a language learner in a higher position of power than others, a language learner in a reduced position of power but eager for a position of power, a language learner in a reduced position of power but not eager for a position of power. The results of this study are consistent with the main assumptions about the identity of language learners made by other socially oriented authors in SLA (Norton-Peirce, 1995; Pavlenko & Blackledge, 2004; Darvin & Norton, 2015), according to which language learners’ identity is multiple, dynamic, discursively shaped and context-dependent.

Training future teachers to work in a multicultural environment

The multicultural nature of the environment in which the modern educational process is carried out imposes on the teacher the obligation to be able to work with children of different ethnic groups, different beliefs, from different cultures. Since, in practice, most novice teachers are not ready for effective activity in a multicultural environment, the purpose of the research was to study training pedagogical students to work in a multicultural environment. In the research the following methods were used: analysis of pedagogical literature on the issue; pedagogical experiment (the one group pretest-post-test design); diagnostic techniques, including interviewing pedagogical undergraduate students, ranking of activities to train to work in a multicultural environment. The experiment involved junior students (I-II year) and senior students (IV-V year) of the South Ural State Humanitarian Pedagogical University, studying in the direction of “Pedagogical education (with two training profiles)”, where the second profile is English (84 respondents). After the pedagogical experiment, self-assessment of students' readiness to work in a multicultural environment improved: at the final stage of the experiment, on the basis of the sign test (G-criterion) at a significance level of 0.01, statistically significant differences were revealed between the pre-experimental and post-experimental values of self-esteem. The obtained empirical value of the criterion, equal to 7 (Gemp = 7), is less than the critical one (Gctit = 19), which indicates the transition of the group to a higher level of readiness to work in a multicultural environment. The preferences of the types of activity during the experiment changed: before the experiment, students chose the activity-based component of training, after the experiment they preferred information-based component. The results indicate that in order to train pedagogical students to work in a multicultural environment, a complex of activities, including both information-based and activity-based components of education, is to be applied. It was concluded that special attention should be paid to the study of the cultures of countries from which a vast number of migrants came to Russia, as well as to elements of conflictological education. The applied part of teacher training should include school-based experience in teaching classes with multicultural students.

The Development of Play-Centered Group Counseling Program to Improve Career Maturity of Multicultural Students in the Senior Class of Elementary School

The Development of Play-Centered Group Counseling Program to Improve Career Maturity of Multicultural Students in the Senior Class of Elementary School

Founding and executive editors’ comments: why care about what multicultural students see in education?

Article Founding and executive editors’ comments: why care about what multicultural students see in education? was published on September 1, 2021 in the journal Multicultural Learning and Teaching (volume 16, issue 2).

Communicative Practices from the Margins: The Multilingual and Multicultural Repertoires on University Spaces

We draw from the meaning-making practices on the margins, the communicative repertoires of the multilingual and multicultural students at two Southern African universities: the University of Zambia in Lusaka, Zambia; and the University of Malawi in Zomba, Malawi. As our locus, we are interested in the unique linguistic/semiotic coinages which constitute the students’ linguistic repertoires as multilingual innovations amenable to placemaking. In an attempt to do this, we purposefully unearth lexical innovations which we analyse within the broader framework of translanguaging. Thus, we show the emergence of (new) lexical items through the (re-)invention and disinvention of communicative resources, and the deployment of material artefacts of place as a basis for the creativity and innovation through repurposing of lexical items for new uses. Thus, we privilege students as active manipulators of their communicative practices by showing the semiotic/linguistic creativity and innovation inherent in their repertoires.

International students' achievements and adaptation to the United States' culture

PurposeAs there are many Arab students seek to earn an international degree, this research article aims to explore the factors that influence Arab students' adaptation to the foreign cross-culture of the USA and how it is related to their academic achievement. Exploring these factors will introduce different insights into the effectiveness of adaptation and studying in a foreign country and earning an international degree. Besides, this study contributes to the body of knowledge of international higher education by including Arab students as a less-researched group. Arab students' adaptation process is explained in terms of the Cross-cultural Adaptation Theory (Kim, 2001).Design/methodology/approachThis qualitative research study was conducted using a focus group discussion (FGD). Multiple face-to-face interviews were conducted to obtain data from the participants. Participants were divided into four groups, each female group contained nine participants and each male group contained seven participants. The researcher explained to each group independently about their perception, beliefs and attitude toward earning international degrees, the adaptation to the host culture and their academic achievement. The researcher carried out five FGDs for each group. Each interview continued for 60 minutes in length. All participants received a consent form. The discussions were audio-recorded and then transcribed.FindingsArab students are a group of enthusiastic learners; however, their feelings of homesickness enable them to develop overwhelming sorrowful emotions, howbeit their communication with their ethnic group facilitates the adaption and acceptance of the host cultures, which requires quite some time to adjust to new surroundings. Arab students are recognized with high academic achievements; nevertheless, they require prolonged periods to complete course assignments. American society gives international students a warm welcome; this may encourage other Arab students to consider earning an American degree and prepare themselves for this intercultural transition.Research limitations/implicationsThis is subjective qualitative data; some limitations need to be addressed when interpreting the findings. Participants are English as a Second Language (ESL)learners, which may influence their word choice during the discussion. Interesting future research could be related to designing an assessment model to evaluate the academic achievement of ESL in different methods that focus on their achievement motivations and communication skills.Practical implicationsBased on the findings, professors can integrate the Universal Design for Learning (UDL) to help multi-cultural students to learn and earn an international higher education degree.Social implicationsHigher education institutions can offer more social multi-cultural opportunities to include multi-cultural students and develop their social skills to facilitate the adaptation process to the new host culture.Originality/valueThis qualitative research study represents an original work of the researcher, and it has not submitted elsewhere. All research ethical codes were followed by the researcher and participants. There is no fund for this research project.

Critical Pedagogy and Equity Promotion in Culturally and Linguistically Diverse Classroom

This paper explores English language teachers’ perception of critical pedagogy and equity promotion in lingo-cultural diverse classroom. The study concerns how the teachers find multicultural students’ problems and address them in the classroom. The study further investigates how teachers use dimensions of equity (multicultural education, social justice education and culturally responsive pedagogy) to promote social harmony, critical awareness and independent learning. In the study, I have used narrative inquiry as a research method, selected six participants purposively from public schools of Kathmandu and collected information from in-depth semi-structured interviews. I have employed multiple layers of thematic analysis, interpreted narrative data and developed six different themes: facility and access, classroom management, language and behavior, classroom activities, feedback and reinforcement and evaluation procedures. On the basis of this study, what I found that school environment, classroom activities, evaluation procedures and feedback and reinforcement are the major factors for the influence of their students’ participation. The school management has major role to facilitate and encourage teachers for the promotion of students centered methods such as project based learning and collaborative learning. Along all these aforementioned themes, teachers have prominent role to run active participatory classroom activities through student friendly activities like language games and healthy academic debate. Not only that, teachers are equally responsible to identify at-risk students and address their issues immediately to promote independent learning. Furthermore, to evaluate students’ progress, intra-personal comparative evaluation procedure is found more effective than inter-personal comparative evaluation procedures to encourage them to strive ahead with self-respect. The study expects relevant recommendations in the field of content-based child-friendly teaching learning activities where students participate actively enjoy the activities and learn from self and others.

The Influence of Culture on Collaborative Learning Practices in Higher Education

Abstract Objective: This study systematically identifies the various pertinent cultural dimensions and the group processes involved in collaborative peer learning before empirically exploring their associations among a sample of university students. Methodology: Twenty statements encompassing various cultural dimensions that could possibly influence students’ preferences towards collaborative peer learning practices were incorporated into a survey. The data were collected from 147 multicultural students studying applied sciences in Finland. Chi-squared test of independence was used to test the association between the cultural dimension scores for students and their stated preferences for collaborative learning practices. Findings: A major finding of this study is that learners from diverse cultural backgrounds have differing modes of engaging in the eight separate collaborative learning processes. The findings clearly reveal that students from cultures that are hierarchical, collectivist, less bound by rules, and traditional are less likely to have any prior familiarity with peer-learning methods. It seems relatively clear that the power distance and collectivism dimensions have the greatest impact on shaping the preferences of students for collaborative peer-learning methods. Value Added: Very few studies have looked at how the cultural backgrounds of students can influence their use of, and preferences towards, collaborative peerlearning methods. This study identifies key processes in collaborative learning practices, which are shaped by culture as communication, decision-making, leadership, evaluation, trust building, the expression of disagreement, scheduling, and persuasion within a peer group. Recommendations: This study found that Hofstede’s framework might be too constraining when understanding how culture shapes a student’s preferences towards collaborative peer learning in the educational context. It would be even more fruitful to develop an altogether endogenous framework that is more suitable for exploring the influence of culture on learning and education. Such a model should identify the various dimensions of culture beyond those of national identity and consider how they jointly influence attitudes towards collaborative learning rather than considering them in isolation. This model should also take a more dynamic approach towards both culture and learning.

Predicting Intercultural Communication in Malaysian Public Universities from the Perspective of Anxiety/Uncertainty Management (AUM) Theory

The mission to promote national unity has become more strenuous with the decline of intercultural engagement among multicultural students in Malaysian public universities. Underpinned by Anxiety/Uncertainty Management (AUM) theory, this article examines barriers to intercultural communication by integrating ethnocentrism as an additional barrier. Based on a quantitative approach, 449 valid responses were collected from undergraduates from five public universities in Malaysia. Partial-least-squares software (SmartPLS3) was used to test the proposed relationships. The findings reveal that anxiety, uncertainty, and ethnocentrism have a significant negative relationship with intercultural communication.

A case study on the effect of the primary concept of mathematics on the formation of Schema on the ratio, proportion, proportional expression, and percentage of multicultural students in the sixth grade of elementary school

A case study on the effect of the primary concept of mathematics on the formation of Schema on the ratio, proportion, proportional expression, and percentage of multicultural students in the sixth grade of elementary school

청소년의 이용을 고려한 다문화센터 최적지 선정 모델에 관한 연구 - 대구광역시의 GIS 분석을 중심으로 -

This study was performed to suggest an analysis model searching for an optimized location of a multi-cultural center to support the fair use of multi-cultural facilities. The spatial boundary of this study was Daegu-city. The location data regarding bus-stops, subway stations, and residential areas, and the number of multi-cultural families’ children were used for the analysis. Based on the data refined in Geographic Information System, each node was evaluated as per each variable. The proposed analysis model using the evaluation result was to suggest five candidate spots for architectural planning. The central urban areas with easy access conditions were suggested as the optimized location for the facility. In addition, it is required to establish facilities in areas with a large number of multi-cultural students and the importance of public transportation. The analysis model did not select the area which showed a high populational ratio of multi-cultural children and low transportation accessibility. This area needs support from consignment facilities.

A survey of Korean elementary schoolteachers on their communication with students and parents from migrant backgrounds and the need for quality language services

This paper investigates communication problems facing teachers when they interact with students and parents from migrant backgrounds, and explores the need for quality language services in educational settings. According to a questionnaire-based survey of 142 elementary schoolteachers, about 20–25 per cent of respondents frequently experienced difficulties in communicating with students and parents who lacked Korean language proficiency. However, the teachers usually managed without outside assistance largely because of the lack of language support services. Effective communication is needed through the delivery of more language services to support children’s learning, school education and parents’ meaningful participation in both. Most teachers surveyed supported more effective language services in their schools, but were not very vocal in advocating for professional interpreting services. Instead, they tended to emphasise other forms of language and cultural training for multicultural students and their parents. This response may derive from their lack of experience with professional interpreting services, and a lack of awareness of the limited resources available for quality service provision or the influence of assimilation policies. The findings also indicate that teachers do not consider the interpreting and translation skills of language service providers as highly as cross-cultural mediation skills, understanding of the education system or interest in individual students’ needs. The results call for further research into what would constitute best practice in educational interpreting to effectively mediate cultural differences between schools and multicultural families, and address the needs and concerns of teachers, students and parents from multicultural backgrounds.

Indonesian EFL Teachers’ Attitudes and Perceptions of Interculturality in English Learning

The current lingual ideologies of English known as EFL, WE, and EIL inform that the ideal goal of English education is to support students to be competent at intercultural communication. Hence, English learning should ideally be held on the basis of interculturality. This explanatory mixed-method study sought to investigate Indonesian EFL teachers’ attitudes and perceptions of interculturality in English learning. The attitudinal investigation employed a quantitative survey on 30 EFL teachers in Bengkulu province of Indonesia, and the investigation of perceptions applied a descriptive qualitative study on 5 EFL teachers selected purposively. The quantitative study made use of a valid and reliable questionnaire, and the qualitative study conducted interviews. This study revealed that most of the teachers had negative attitudes towards interculturality in English learning. Their attitudes were depicted by their negative evaluations towards this entity based on their affection (40 %), cognition (43%), and behavior (35%). Pertinent to perceptions, most of the teachers (4 of 5 EFL teachers) had negative perceptions of interculturality in English learning. They perceived that both intercultural communicative competence (ICC) and intercultural language learning (ILL) principles as the constructs of interculturality in English learning seemed to be too complex and complicated to be applied. There was only one teacher who had positive perceptions of ICC and ILL. She indicated that ICC was possible to be applied as the English communicative framework, and it should be the goal of English learning. Also, she emphasized that ILL was convenient for multicultural students like those of Indonesia. Further studies are expected to work on the provision of training programs of intercultural English education to help construct EFL teachers’ positive attitudes and perceptions of interculturality in English learning.

다문화 학생의 모국어 사용이 학생 및 부모요인에 미치는 영향

Purpose : This study examined whether the Korean language ability of adolescent students changes and the relationship among the use of mother tongue, self esteem, multicultural acceptability, cultural stress and parent efficacy to highlight the importance of bilingualism and the necessity of improvement of awareness in institutional and personal environments. <BR>Methods : Multicultural Adolescents Panel Study (MAPS) data from 2012 to 2015 from Vietnamese, Filipino and Thai subjects were selected among various countries. A total of 409 students and their mothers were analyzed.<BR>Results : First, Korean language ability was statistically significant as time passed, yet the group difference was not significant, showing using the mother tongue does not lead to deteriorating students" Korean ability. Second, the main effect of multicultural acceptability and parent efficacy were statistically and significantly different by time, whereas, the effect of self esteem and cultural adaptation did not show any significant difference. Third, the main effect of parent efficacy and cultural stress were confirmed depending on the use of mother tongue. This can be interpreted that using the mother tongue has a positive effect on parents" efficacy.<BR>Conclusions : This study confirmed that using foreign mother"s language does not have negative effect on students" language development, and students" Korean ability was improve as time passed. This study has its academic significance in analyzing the relationship between maintenance of mother tongue of the multicultural students and the student factors and parent factors as well as suggesting the necessity of improving the awareness of using the mother tongue of the foreign parent including those from Southeast Asia.

NILAI DEMOKRASI DALAM PEMBELAJARAN FIKIH DI MADRASAH TSANAWIYAH

Making democratic citizens is one of the functions of national education. For that we need to develop democratic value, by applying democratic value in learning activities. Fikih lesson is one of many religious subjects containing different views which has been taught in Madrasah Tsanawiyah (MTs). MTs student have already started thinking abstractly that make clash of views and experiences between students. This requires teachers applying democratic value in learning Fikih lesson. Research conducted at Madrasah Tsanawiyah Negeri 1 Palangka Raya and Madrasah Tsanawiyah Muslimat NU Palangka Raya have multicultural student. This research can be concluded that MTs Palangka Raya Fikih learning applied democratic value in learning activities such freedom, equality, tolerance, openness, trust and competition. Factors affecting democratic values application are students 'readiness, teachers ability to understand students' cognitive development, the creation of a pleasant atmosphere, freedom interaction and using humanistic by developing structural and cultural communication.

Strengthening student’s peace-loving attitudes through huma betang value-based general education curriculum

ABSTRACT This paper aims to strengthen the student’s peace-loving attitudes through Huma Betang Value-Based on General Education Curriculum. General Education (GE) at the Palangka Raya University consists of multicultural students. Historically, there have been conflicts between students at Palangka Raya University and horizontal conflicts of the Dayak and Madura ethnic groups. Through a qualitative approach, the procedure of this research included: 1) FGD examines the GE curriculum 2) Workshop on the development of GE curriculum models based on Huma Betang values 3) Expert Validation of assessment on devices that have been developed 4) implementation of the GE model 5) The reflection of the Huma Betang value-based GE implementation. The results showed that the introduction to Huma Betang underscored the values ofhonesty, harmony, tolerance, and togetherness in diversity. Huma Betang Dialogs encouraged the introduction of each other between students from across departments and faculties. The Huma Betang could develop identity performances collaboration on ethnic characteristics of the students. The Huma Betang trained the students to have problem solving skills through the Peace-Loving Project, consisting of a brief video on peace-loving. The strengthening of the students’ peace-loving attitudes can be integrated in the curriculum because the activities can increase students knowledge and understanding of others,accept the diversity in accordance with their identity, improve communication with others, increase solidarity with others, increase cooperation with others, make students creative in providing solutions to the problems of peace-loving, make students have the peace-loving attitudes, and make students do the actions that uphold the attitude of peace-loving.

Correlation of Gender, GPA and Multicultural to Emotional Intelligence Skill in STAD Cooperative Learning Multicultural Based

This study aims to explore whether there is a relationship between gender, GPA, and multicultural students towards emotional intelligence in STAD cooperative learning in class. In this research, emotional intelligence indicators include self-introducing, self-control, motivation, empathy, and social skills. To achieve the objectives of the study, the researchers chose a quantitative approach using Statistical Package for the Social Sciences (SPSS) assistance. The participants were 70 students (26 male & 44 female) from the Jaffray School of Theology in Makassar, Indonesia, who had diverse ethnic backgrounds. To analyze the data, researchers used the ANOVA statistical test. The results of data analysis show that gender differences do not determine: (1) emotional intelligence, (2) GP does not learn the increase in emotional intelligence, and (3) the relationship between ethnic backgrounds consisting of eleven tribes does not differ on emotional intelligence. Except for one indicator, namely, self-control is different among the eleven tribes. Gender differences and student GPA did not affect emotional intelligence. Student self-control differs from a student's response to diversity in the classroom and overcoming learning problems. This differs from the research on intellectual intelligence, which is influenced by GPA, gender, and multiculturalism.

The Current Status and Challenges of Korean Language Education for Multi-cultural Students

The Current Status and Challenges of Korean Language Education for Multi-cultural Students

Shifting the discourse of plagiarism and ethics: a cultural opportunity in higher education

Plagiarism is a pervasive challenge throughout academia perpetuated by the advent of technology, lack of ethical education, and the ambiguity in its definition. Plagiarism in the United States’ higher education settings has gained more attention over the years as international student population has increased. Considering how higher education institutions are growing as international spaces due to globalization, it is crucial to closely examine ethical issues concerning the diverse and multicultural student population. A prevailing view of plagiarism asserts that international students’ plagiarized texts are influenced by their ethical judgment and cultural backgrounds. This invites the question of whether ethical decision-making processes and cross-cultural perspectives are taken into consideration when instructors encounter instances of plagiarism committed by international or multicultural students. This paper intends to expand on the concept of culture in regard to the ethical dilemmas of plagiarism. Extending the discussions of cross-cultural influences surrounding plagiarism and ethical judgments in higher education, we position ourselves as viewing culture through the expanded lenses of macro- and micro-level cultural practices. In response to the internationalization of higher education, we advocate for changes in higher education curricula and instruction towards more cultural responsiveness and inclusivity. Instead of questioning or criminalizing ethics based on cultural background, especially in the cases of plagiarism committed by international students, we suggest approaching culture using the expanded perspectives of macro- and micro-cultural practices. The paper also provides recommendations for higher education instructors when tackling ethical dilemmas while preventing and managing situations of plagiarism.