Multicultural Classroom Research Articles

Navigating linguistic diversity toward ELF-informed pedagogy: Filipino teachers’ perceptions of their accent

ABSTRACT Teachers’ accents have become important in World Englishes (WE) and English as a lingua franca (ELF) studies. However, limited studies investigate how English teachers view their accents and how such perceptions affect their teaching practice. This study uses narrative inquiry to explore two Filipino English language teachers’ perceptions and practices of their English accents in multilingual and multicultural classrooms. The findings highlight their cultural, social, professional, and pedagogical orientations, which shaped their personal perceptions and pedagogical practices relating to their English language teaching with their English accent. While teachers recognised the cultural identity of their accents, their professional and social networks prescribed them to adopt a different accent. However, by consistently engaging with their language classroom pedagogies, they could adapt and reshape their teaching methods and their beliefs and perceptions, emphasising the importance of incorporating the need to introduce other Englishes. The findings have significant implications for policy and practice in an ELF-informed pedagogy, especially in a multicultural and multilingual classroom.

Refraining from culture-related discussions in English as a foreign language classrooms: lessons from negative cases

IntroductionThis study examined the factors that determined English as a Foreign Language (EFL) teacher decisions to refrain extending the use of culture-related classroom discussions. Specifically, we focused on the episodes in which teachers decided against holding specific culture-related discussions, to better understand the reasons for limited inclusion of diverse cultural content.MethodsIn our examination of the data, we opted for the Theory of Planned Behavior as a lens to interpret teachers' motives for deciding at will not to have a culture-related discussion. The study followed negative case methodology to gain insight into why teachers avoided classroom discussions about culture. Within this methodology, we applied the Possibility Principle to define and select relevant sample of cases. To analyse the cases, we employed hybrid approach of qualitative methods of thematic analysis.ResultsA thematic analysis of teacher interviews (N = 30) revealed that Israeli EFL teachers' decisions to refrain from culture-related classroom discussions were influenced by their personal norms and attitudes, perceptions of their roles as teachers, social conventions, and expectations of various school stakeholders. Specifically, we found that the major barriers to conducting culturally-related classroom conversations in the Arab sector had to do with the values endorsed by the school culture, with teachers' tendency to avoid taboo topics in their teaching due to concerns about how students would react or become alienated. For immigrant teachers, personal norms and perceptions of control operated as key factors in their decisions to avoid sensitive issues. Majority teachers cited negative attitudes, moral panics, school culture and perceptions of control as principal reasons for avoiding controversial topics.DiscussionThe emergent patterns are discussed as embedded in the cultural and social norms with possible implications for teaching in the multicultural classroom.

Cross-Cultural Context in ELT in Nepal

This study explored the teachers’ practices of English Language Teaching (ELT) in cross-cultural context. Two teachers teaching English at secondary level schools located at Kapilvastu Municipality, Kapilvastu District were interviewed through zoom meeting to excavate the findings. While teaching in the multi-cultural classroom, teacher participants experienced communication misunderstandings and misinterpretations of the meaning due to the cultural differences of the students. Teachers were in need of the trainings for developing their professionalism in teaching effectively to multicultural students and in multicultural classrooms. However, they were not being facilitated with any kind of multi-cultural students teaching trainings so that they could make their teaching more effective to the students from diverse cultural backgrounds and linguistic differences. The study revealed that teachers had to teach in diverse cultural classes, shared learning of culture was practised using contextualization method and linguistics chaos was dug out in meaning construction. English language teaching and learning were influenced by mother tongues, cultural differences and cultural domination.

Intercultural Sensitivity as a Factor in Perceived Culturally Responsive Teaching of Teachers in Northern Thailand

This study examined the relationship of teachers’ intercultural sensitivity to their in-class culturally responsive teaching. A total of 168 teachers with teaching experience in multicultural classrooms in northern Thailand answered a questionnaire with two psychological scales: the intercultural sensitivity scale and the culturally responsive teaching practice scale. To supplement quantitative findings, 19 teachers from the total number of participants were included in the semi-instructed interview. By conducting factor analysis, intercultural sensitivity perceived by teachers with multicultural facilitation experience in northern Thailand was extracted into three components: interaction engagement, interaction confidence, and respect for cultural differences. The results from structural equation modelling indicate that teachers’ intercultural sensitivity significantly affects teachers’ perceived culturally responsive teaching practices with the largest coefficient size. This study also discussed the associations between teachers’ culturally responsive teaching practices and other significant background factors based on the local context, including school size, non-local student enrolment frequency, overseas travel experience, and the existence of intercultural colleagues.

Early Career Teachers’ Motivation, Preparation, and Self-Efficacy

Drawing on data from 355 early career teachers in the Teaching and Learning International Survey 2018, linear regression analyses were conducted to examine the relationship between Initial Teacher Preparation (ITP), motivations to become a teacher, and teacher self-efficacy (TSE). Results indicated that ITP and motivations statistically significant predicted overall TSE and each TSE component. The descriptive results showed that the ITP item, “teaching in a multicultural or multilingual setting” was ranked lowest; the means for the social utility value were ranked higher than that of the personal utility value; and multicultural classrooms component was ranked lower than instruction, management, engagement.

Professional Development of Preschool Teacher Assistants in Multilingual and Multicultural Contexts

AbstractThe aim of this study was to evaluate the impact of a professional development (PD) program on preschool teacher assistants’ (TAs) attitudes toward multilingualism and self-efficacy in working with linguistically and culturally diverse children (LCDC) and their parents. The study was conducted in a northern peripheral city in Israel that reflects the country’s multicultural, multilingual mosaic. Recently, as part of reforms in the city, PD for TAs was introduced to enrich the participants’ practical knowledge about the development and education of linguistically and culturally diverse children. Qualitative and quantitative data were collected from 59 TAs before and after PD. Questionnaires focused on TAs’ self-efficacy in multicultural classrooms, as well as on their attitudes toward multilingualism. In addition, participants reflected on an event in their preschool with a child whose home language was other than Hebrew—the societally dominant language—focusing on the TAs’ emotional and behavioral responses. The qualitative and the quantitative data point to the impact of this PD program. Dependent variables t-test analysis revealed significant increase in TAs’ self-efficacy to work with LCDC and with parents, thus supporting classroom multilingualism. Mixed-method analysis of the qualitative data showed a decrease in negative feelings such as anxiety, disappointment, low self-esteem, and unpreparedness for handling LCDC, and an increase in positive feelings such as happiness, pride, satisfaction, achievement, and self-efficacy. The discussion addresses three issues: the importance of multicultural, multilingual professional development for TAs, self-efficacy as a central characteristic of TAs’ functioning, and the importance of TAs’ relationships with parents.

MULTILINGUAL CODE-SWITCHING IN THE CLASSROOM: AN ANALYSIS FROM THE TEACHER’S NARRATIVE

Code switching, the practice of alternating between languages in conversations, was of interest to researchers in sociolinguistics, especially in multicultural classrooms. This qualitative research utilized narrative interviews to explore code switching in the classroom, focusing on the teacher's narrative. Interviews were audio-recorded and supplemented with field notes. Data analysis involved narrative blocks. The research findings emphasized the effectiveness of multilingual code-switching and individualized instruction in enhancing students' English language learning. Embracing linguistic diversity, valuing students' native languages, and using creative learning approaches created a positive and inclusive environment, fostering comprehension, vocabulary retention, and cultural appreciation while motivating students. In conclusion, multilingual code-switching enhanced English learning by integrating native languages with instruction. Tailored teaching methods supported individual proficiency and learning styles, while creative code-switching boosted engagement and comprehension by linking English concepts to native languages.

Expectation-practice discrepancies: a transcultural exploration of Chinese students’ oral discourse socialization in German academia

Abstract Analysis of German-based studies reveals a common interpretation of Chinese students’ adaptation to German academia, depicting them as learners with limited participation and critical thinking capacities. This perception stems from the perceived contrast between Confucian values, which emphasize social power distance and collectivism, and German academic expectations that prioritize values such as critical thinking and direct communication of personal perspectives. To challenge these assumptions, this study employs a transcultural analysis that explores quantitatively and qualitatively the oral discourse socialization of Chinese students in German universities. By applying Hofstede’s cultural dimensions, the research reinforces the presence of cross-cultural disparities in Oral Academic Presentation (OAP)-related expectations between China and Germany. Furthermore, by centering the voices of this student cohort and their transcultural perspective, the study presents a novel insight into their silent participatory approach and critical thinking mode, thereby challenging the prevailing generalized assumptions within German academia. This study underscores the necessity of moving beyond binary dichotomies that may inadvertently overlook the diversity of interpretations. Furthermore, the research underscores the importance of academic staff recognizing and legitimizing the diversity of students from the same culture and adjusting their teaching practices to address their evolving needs and interests in multicultural classroom settings.

Assessing the Impact of Cross-Cultural Interactions on English Language Acquisition in Kazakhstan's Educational System

This article examines the impact of cross-cultural interactions on English language acquisition within Kazakhstan's educational system. Recognizing the increasing globalization and the role of English as a lingua franca, this study explores how cross-cultural exchanges influence language learning. Using a mixed-methods approach, the research analyzes data from surveys and interviews with teachers and students across various schools in Kazakhstan. The study also incorporates case studies of specific programs promoting cross-cultural understanding. Key findings suggest that exposure to different cultures, whether through exchange programs, digital platforms, or multicultural classrooms, significantly enhances language acquisition. This enhancement is particularly noticeable in aspects of language learning such as vocabulary expansion, pronunciation, and understanding of cultural nuances in language use. The research highlights the importance of incorporating cross-cultural elements into language curricula to foster a more holistic understanding of English. Challenges such as limited resources for exchange programs and the need for teacher training in multicultural education are discussed. The article concludes with recommendations for integrating cross-cultural interactions in language learning and suggestions for future research directions in this area.

Designing music education curriculum in a multicultural environment: Vocal training in China

The study aims to evaluate the potential of vocal teachers to overcome the challenge of designing and implementing curriculum in a multicultural classroom through a study of their intercultural competence. The study investigates whether vocal teachers have the knowledge, skills, and awareness of intercultural differences to perform effective teaching and curriculum development in a multicultural environment. The research rests on the practice of music education at Chinese universities and colleges with an art direction or a music and vocal department. The sample consisted of 88 participants working as vocal teachers of a permanent classroom in educational institutions with a multinational composition of students. The participants included 38 females (42.4%) and 51 males (57.3%). The study employed and adapted a survey assessing the intercultural competence of the sample participants. In responses to the thesis that it is important to consider different cultures when studying vocals, 98.9% of respondents expressed absolute agreement. At the same time, 86.4% of vocal educators agreed that they understood how their cultural experience influenced decision-making in shaping curriculum and teaching. Researchers can apply the findings to compare the assessment of factors affecting multicultural music education in educational institutions around the world.

ДОСВІД НАВЧАННЯ УКРАЇНСЬКИХ ДІТЕЙ-БІЖЕНЦІВ У ШКОЛАХ ВАРШАВИ: ВИКЛИКИ ТА ПОТРЕБИ ВЧИТЕЛІВ

The article presents the results of an online survey of 60 teachers from educational institutions in Warsaw who work in classes/groups with a large number of Ukrainian refugee children. The purpose of the study is to identify the difficulties teachers face when working in a multicultural classroom with children who have experienced forced migration, and to identify teachers' needs in order to provide them with appropriate methodological support. Three main categories of difficulties faced by teachers in their work are identified: difficulties in learning, which are manifested in the teaching of the subject, due to the difference in the level of knowledge of Polish and Ukrainian children, in the mastery of special terminology in certain subjects; difficulties in education, when pupils have low motivation to learn, often miss classes, do not make contact due to the language barrier; difficulties in relationships, which are observed due to lack of involvement of parents of Ukrainian children, difficulties for children to reveal their potential. It has been found that teachers need support in terms of methods of education in a multicultural classroom, cooperation with parents, didactic support, and organisation of the work of an educational institution. It is emphasised that the language barrier and learning difficulties can reduce a child’s self-esteem and motivation to learn, which is manifested through lateness to lessons or absenteeism. It is concluded that Polish schools are becoming more and more multicultural, as more and more children with migration experience, including forced migration, study in them; that Polish teachers need additional training courses on how to work in a multicultural classroom and develop multicultural competence in children.

Teaching National Identity in Multicultural Classrooms: A Study on Social Studies Education and Sociological Perspectives of Inclusion

This study investigates the challenges and strategies associated with teaching national identity in multicultural classrooms, emphasizing the need to balance national unity with cultural diversity. As classrooms become increasingly diverse, educators face difficulties in promoting a cohesive national identity while respecting students’ varied cultural, ethnic, and linguistic backgrounds. The study examines these challenges through the lens of sociological theories such as Social Identity Theory, Critical Race Theory (CRT), and Social Integration Theory, which provide frameworks for understanding how to foster inclusion and address historical inequalities. The research highlights key issues, including the risk of marginalizing minority perspectives, ensuring culturally sensitive representation, and overcoming linguistic barriers. It also explores effective strategies for teaching national identity, such as adopting culturally responsive pedagogy, encouraging critical engagement with national narratives, and incorporating multilingual approaches. Recommendations for policymakers and curriculum developers include supporting inclusive education policies, investing in teacher training, and designing curricula that reflect diverse perspectives and address social justice issues.

Teacher’s Attitudes and Efficacy in Teaching Multicultural Classrooms

This descriptive-correlational study aims to determine the level of Teacher’s attitudes and efficacy in teaching multicultural classroom among the Teachers in Elementary School and scrutinized the relationship between these variables. Environmental knowledge is crucial to provide extent awareness to address these difficult dilemmas that currently expanding the environmental issues within this generation. Given to the global call of ecological problems, it is imperative to examine the ideological readiness of the Teacher’s to deal with these challenges. Quantitative research was implemented, using a modified survey instrument to gather data collection from a sample of 120 Elementary Teacher’s at the chosen Elementary School. The mean and standard deviation, two samples of descriptive statistics, were utilized to assess the degrees of Teacher’s Attitudes and Efficacy. Additionally, the Spearman rho correlational investigation was conducted to identify the important connection between these variables. Furthermore, the findings shows that there is a significant relationship between the two variables, revealing factual data that demonstrated a subtle correlation between these factors. The findings show the integral need to utilize teachers attitudes and efficacy to improve teaching in multicultural classrooms and allows the teachers to make meaningful contributions in diverse teaching, specifically to the curriculum design and pedagogical practices. The results have significance of curriculum design, diverse teaching, enriching research conduction, and highlighting the importance of integrating instructional strategies suitable for diverse learners in multicultural classrooms.

Developing a Framework for Environmental Education in Multicultural Classrooms

Developing a Framework for Environmental Education in Multicultural Classrooms

Teaching Literacy to Filipino Deaf Students in Multilingual Classrooms Amid a Pandemic.

This article describes the current landscape of teaching literacy to Filipino Deaf students in a multilingual, multi-cultural classroom amid the pandemic. The article highlights the uniqueness of Filipino Deaf students as multilingual learners in a multi-cultural classroom and the lack of literature and research on Deaf multilingualism both locally and globally. Moreover, the article focuses on the role of Deaf teachers in teaching Filipino Deaf students, especially in their literacy development. The steps being done to ensure that the curriculum is inclusive of Deaf learners who use Filipino Sign Language (FSL), teacher preparation and materials development, and the challenges in the shift to distance learning amid the COVID-19 pandemic are also discussed. Future directions and recommendations include review of curriculum and adaptation, enhancement of teacher preparation, promotion of collaborative teaching and research efforts, and the production of more appropriate and accessible instructional materials for Deaf students.

Multicultural Classrooms in European Higher Education: Findings from Interviews with International Students and Teaching Staff

The research, prepared for the Multicultural Classrooms: Inclusive Learning and Teaching in Higher Education Erasmus+ project, endeavours to assess the current state of multicultural classrooms in Europe through interviews conducted with lecturers and students at partner universities (Türkiye, Belgium, Romania, Bulgaria, Czech Republic, and Spain).
 
 The research evaluates instructional systems designed to equip faculty members with the competence to manage heterogeneous and culturally diverse classroom environments. Additionally, the report seeks to identify avenues for embedding multiculturalism within European higher education. The methodological approach involves a literature review on multicultural classrooms, and the report accentuates the need to extend discussions on multicultural classrooms to the higher education context. The report presents findings from interviews with international students and teaching staff, summarising emergent themes derived from content analysis. These findings aim to enhance comprehension of multicultural classrooms in Europe and inform strategies to promote diversity and multiculturalism in European higher education institutions.
 
 The report underscores shared themes and fundamental aspects of higher education internationalisation within multicultural classrooms. The importance of language proficiency in English as a determinant of successful internationalisation is consistently recognised. Cultural diversity is celebrated as a valued ethos across all countries, with exposure to diverse cultures and perspectives deemed intrinsic to studying abroad. Institutional support for international students is highlighted, emphasising the need for robust orientation programs and support mechanisms.
 
 Challenges tied to cultural differences and language barriers are acknowledged universally, underscoring the significance of fostering cultural sensitivity and intercultural communication skills. Inclusive academic environments for international students are prioritised, where lecturers strive to establish settings fostering open dialogues and intercultural competence. The report emphasises the significance of training and professional development for lecturers in multicultural classrooms, including recommendations for observation periods abroad and exchange programs to promote inclusive practices.
 
 Based on an exhaustive analysis of national reports, the international report culminates in a compilation of recommended training courses crucial for enhancing the effectiveness of multicultural classrooms. Collectively, these findings underline a shared commitment to inclusive and supportive environments for international students across the featured countries. The insights gleaned hold value in shaping higher education internationalisation within and beyond Europe, acknowledging the significance of global interconnectedness and diversity in contemporary education.

Translanguaging pedagogy: An integrative review study questioning its potential benefits and main concerns

In the era of globalization, when cultural diversity and multilingualism cross borders, specific changes have been observed in human relations and educational implementations. Such changes in multicultural and multilingual contexts have made it necessary to create novel pedagogies for language teaching by tailoring traditional teaching and learning approaches. Therefore, adapting language teaching methods and techniques to multilingual and multicultural classrooms through translanguaging is one of the hottest issues in the current literature. Remarkably, the primary purpose of this present study is to portray a theoretical understanding of translanguaging and further discuss the pedagogical aspect of it in the Turkish context through an integrative review methodology. To this end, five research studies conducted in the Turkish context were selected based on certain criteria and analyzed through document analysis to reach a comprehensive picture of translanguaging practices in EFL classroom settings. By doing so, it attempted to argue its potential benefits and possible challenges to guide stakeholders about how and/or when to benefit from translanguaging pedagogy so that it becomes more precise and beneficial for classroom use.

Sociocultural Values and Pragmatics of Caste Address Form in Multilingual Pakistani Student and Teacher Discourse

Introduction. Pakistani universities’ multilingual and multicultural classrooms can create communication difficulties when trying to understand the attitude and meanings conveyed by caste address forms in student and teacher discourse. Address forms are influenced by sociocultural values, they reflect speakers’ linguistic reality and convey the social structure of the society. Among the variety of address forms in Pakistani English speakers’ caste as a category of address form represents their cultural identity and norms. This article aims to present the findings of the study regarding the use of caste as a category of forms of address among multilingual Pakistani English speakers in a university setting. Materials and Methods. The author shares the results based on data collected from a vast range of tools such as discourse completion task questionnaires, open-ended interviews, official letters issued by the universities, and validated by ethnographic observation. A total number of n = 447 responses were received from public sector universities of Pakistan. The analysis of data was based on a mixed method of both quantitative and qualitative approaches and draws on an interdisciplinary theoretical framework based on cultural linguistics, cross- and intercultural pragmatics, cultural studies, theory of address forms, World Englishes, and sociolinguistics. Results. The results reveal that caste address form usage in Pakistani English has socio-pragmatic dynamics. The students and teachers used caste as an address form in a variety of ways that adhere to sociocultural values to achieve their communicative needs. The caste usage showed closeness/intimacy, respect, and informality among both students and teachers. These results suggest that caste as the category of address forms is interpreted as an instrument that interlocutors use to discursively construct appropriate, situation-based aspects of their lingua-cultural identities. The results have implications for language learning and teaching, sociolinguistics, and academic discourse. Discussion and Conclusion. In the multilingual academic setting, this study’s results suggest the influence of social and cultural values on the communication etiquettes of interlocutors. Pakistani English speakers adhere to their communication norms acknowledging varieties of sociopragmatic knowledge to achieve communicative needs. To sum up, results reveal variance in the use of caste as a category of address form showing multilingual Pakistani English speakers’ cultural and bi-multilingual identity. Their use and choice of address form express respect, intimacy/closeness, and informality at the same time, however, European addressing styles indicate either respect or intimacy.

Multicultural Classroom Management of Students in Elementary Schools

This research aims to determine how teachers manage classes in elementary schools in multicultural educational settings. Elementary school teachers must design a learning process that integrates multicultural education so that teachers contribute positively to fostering students' nationalism and multicultural attitudes from an early age. The introduction of multiculturalism aims to shape the character of a country's children who can accept, understand, and respect all people of different races, personalities, social, ethnic, customs, and religions. Efforts to learn multicultural education in elementary schools must be carried out as a means of training and awareness for the younger generation so that they can accept and appreciate all multicultural differences. The research approach used is qualitative by conducting a literature review. The data analysis technique of this research is descriptive qualitative using the content analysis method. The results of this study are that multicultural education in elementary schools is systemic and holistic and needs to be developed based on national culture and character. The strategies teachers use in managing multicultural classrooms are an important part of realizing the lofty ideals of building the next generation who have the traits and characteristics of respecting, tolerating, and being fair to others regardless of their social background, ethnicity, religion, race, and class.

IMPLEMENTATION, CHALLENGES AND SOLUTIONS OF MULTICULTURAL EDUCATION IN SCHOOL

This research describes the implementation, challenges, and solutions of multicultural education. This research is library research. The analysis shows that multicultural education promotes equality in schools to develop students' attitudes toward diversity and living together in harmony. Multicultural education is a reform movement aimed at providing equal opportunities for all students, regardless of their ethnicity, culture, language, religion, race, or class. It is crucial in Indonesia, where the school system is a social system with individuals from different backgrounds united. The success of multicultural education depends on the desire and care of the school community, especially teachers. Teachers must innovate to teach multicultural education, aiming to increase student motivation and tolerance towards diversity. In a multicultural classroom, all students from different cultures and languages have equal educational opportunities. Learning reflects culture, experiences, perspectives on linguistics and culture of a group, as well as respect for differences and student cultural similarities. Having a positive attitude towards differences can bring individuals into the community and bring the community into the wider world community. However, challenges during the implementation of multicultural education may. Indonesia's education policy should promote a democratic, egalitarian society that respects the values of humanity and equality, and values differences.