Multicultural Classroom Research Articles

Teaching in multicultural classrooms through an intercultural perspective on citizenship

Teaching in multicultural classrooms through an intercultural perspective on citizenship

Lesson plan design for teaching mathematics in multicultural classrooms

Lesson plan design for teaching mathematics in multicultural classrooms

Exploring the role of generative AI in enhancing critical thinking in multicultural classrooms: a case study from korea

ABSTRACT This qualitative research investigates the potential of Generative Artificial Intelligence (GenAI) in fostering critical thinking within multicultural educational environments, specifically examining student perspectives from a Korean university context. A qualitative methodology was employed to deeply explore participants’ experiences and capture unique cultural, social, and personal factors that influence each student’s perspective. Through semi-structured interviews with participants from diverse cultural backgrounds, the study reveals that GenAI offers a promising platform for mitigating the challenges of language barriers and supporting cultural adaptation. The research highlights the significance of creating a critical classroom atmosphere, encouraging students to express their insights openly and freely. The integration of GenAI in multicultural classrooms emerges as a synergistic educational approach that not only addresses diverse student needs but also empowers active learning processes.

ChatGPT for the intellectual soul: a Deweyan perspective on AI-based multicultural classroom praxis

ABSTRACT This paper explores the integration of AI, specifically ChatGPT, into multicultural education, utilizing John Dewey’s experiential learning philosophy to foster reflective thinking and democratic citizenship. We propose a three-pathway framework – Transmissional, Transactional, and Transformative (TTT) – grounded in Dewey’s principles of curiosity, creativity, continuity, and criticality. The TTT framework guides students through progressively complex interactions with AI, shifting from passive knowledge acquisition to active knowledge construction and critical analysis of multicultural issues. By offering practical implications based on U.S. high school English classroom experiences, we demonstrate how this framework provides dynamic learning experiences that enable students to critically engage with diverse perspectives and develop essential skills for navigating a globalized world.

Integrating translanguaging and multimodal resources in EMI classrooms: a comparative study of inclusive strategies

ABSTRACT This study explores pedagogical strategies for multilingual and multicultural classrooms within the context of English Medium Instruction (EMI). Using Multimodal Conversation Analysis (MCA) of EMI lessons, triangulated with interview data, it examines how teachers employ translanguaging practices and multimodal tools (e.g. gestures, technology) to promote comprehension, facilitate meaning-making, and create subject-specific cultures. The findings reveal that translanguaging allows teachers to leverage multilingual and semiotic resources to bridge cultural boundaries – from students’ everyday culture to the academic culture of school subjects – fostering both understanding and inclusion. This study underscores the necessity of moving beyond strict monolingual practices in EMI to prioritize learner inclusion and ensure equitable access to content knowledge. Practical recommendations are provided for educational policies and teaching practices to support learner inclusion in linguistically diverse settings.

Teachers’ Beliefs on Executing English Medium Instruction Policy in Community Schools

Community schools introduce English medium instruction (EMI) policy due to the growing influence of the English language in Nepal. This study aimed to explore teachers’ beliefs in employing EMI policy in community schools. Using a qualitative ethnographic research design, the experiences of three Grade VI-VIII teachers from three EMI community schools in Sindhuli district were explored. Data were collected through in-depth interviews, observation and writing field notes. Interviews were audio-recorded, recorded data was transcribed assigning codes, codes were developed into categories and main themes were derived in terms of the categories. In order to analyze the data, we followed the six phases of thematic analysis suggested by Braun and Clarke (2006). The findings reveal that the adoption of EMI policy in community schools is influenced by the ideology of English as a global language. The study also highlights that EMI is implemented as a strategy to retain student enrollment in community schools and curb the migration of students to private schools. Furthermore, it uncovers that teachers have developed multilingual beliefs and advocate for multilingual pedagogy as a more suitable approach for multicultural classroom contexts. The study recommends fostering multilingual awareness among teachers to support the development of a multilingual medium of instruction policy rather than relying solely on EMI in community schools.

Cross-Cultural Education Model Through Multicultural Classrooms : An Ethnographic Study in Secondary Schools

This study aims to analyze the implementation of cross-cultural reflection within the context of multicultural education, focusing on understanding the dynamics of cultural diversity in the classroom. This research uses an ethnographic method with a qualitative approach. The research data were obtained through participant observation, in-depth interviews, and document analysis in several multicultural schools in Indonesia. Data analysis Involves identifying recurring themes, patterns, and ideas within the data, process of comparing data segments to identify similarities and differences, focuses on the stories and experiences shared by participants. The findings indicate that cross-cultural education plays an important role in improving intercultural understanding, motivating students, and creating a more inclusive learning environment. The integration of local culture into learning through the use of folklore and traditional practices has proven effective in increasing student engagement. In addition, the results of the study reveal the need for further training for teachers in adopting an ethnopedagogical approach to overcome learning barriers due to cultural differences.

De/colonizing epistemic of science teaching styles among novice and experienced teachers in Nepal: a case study of multicultural classroom

De/colonizing epistemic of science teaching styles among novice and experienced teachers in Nepal: a case study of multicultural classroom

Internationalisation and Education: CulturalSensitivity among Teachers

The internationalization of Higher Education, particularly teacher education, is currently being debated in many countries, as research has shown that high-quality teachers are one of the most important factors in achieving high-quality education. As more universities begin internationalizing their campuses, teacher education programs must inculcate awareness among teachers about students' cultural differences. Inculcating cultural sensitivity is very important as it is beneficial for in-service teachers and the students with whom they work. This study used a descriptive method to explore the cultural sensitivity among teachers and their knowledge of cultural differences. The questionnaire was sent to 106 secondary school teachers. According to the study's findings, while teachers were aware of cultural differences and capable of dealing with multicultural classrooms, they still needed to be trained to be more culturally sensitive.

Unlocking Cultural Treasures: Viewpoints of Preschool Teachers Working with Refugee Children on Funds of Knowledge

Funds of knowledge (FoK) is one of the most practical approaches used in multicultural classrooms, particularly in countries hosting numerous refugees. This phenomenological study examined the experiences of 21 preschool teachers working with refugee children regarding how they define FoK and the value of knowing FoK. Accordingly, teachers had comprehensive perspectives regarding FoK. They perceived FoK as valuable in developing bonds and overcoming prejudices. This study revealed the necessity of internalizing the asset approach for inclusive early childhood settings. Policymakers worldwide should incorporate FoK into teacher training and early childhood education curricula. Increasing studies regarding FoK is strongly recommended.

Strategy for Implementing Inclusive Education at Sekolah Indonesia Kuala Lumpur

This study aims to provide a comprehensive overview of the practice of inclusive education at Sekolah Indonesia Kuala Lumpur (SIKL). This research employs a qualitative method with a case study approach. Information sources were gathered from teachers, parents, and the school principal through semi-structured interviews. Observations were conducted using a non-participatory method, where the researcher acted as an observer of the implementation of inclusive education at Sekolah Indonesia Kuala Lumpur, encompassing the diversity of student practices. Documentation was collected from data on student diversity, supporting facilities for inclusive learning activities, and records of inclusive education evaluation results. Data analysis techniques employed triangulation, involving data collection, data reduction, verification, and drawing conclusions. The results of this study indicate that inclusive education at Sekolah Indonesia Kuala Lumpur is implemented through various strategies that support student diversity, including differentiated learning, multicultural classrooms, and innovative learning technologies. The positive impacts of inclusive education include students’ social development and increased student participation. This study recommends strengthening collaboration with external parties, enhancing teacher training, and developing policies that support the sustainability of inclusive education at Sekolah Indonesia Kuala Lumpur.

Intercultural competence in multimodal reading comprehension: content validation of a didactic proposal for a multicultural classroom

Intercultural competence in multimodal reading comprehension: content validation of a didactic proposal for a multicultural classroom

Beyond One-Size-Fits-All Approach: Teaching Multicultural Classrooms in South African Schools

Teaching diverse student populations with varying cultural, linguistic, and experiential backgrounds is fraught with opportunities and challenges. In this paper, we examined the prospects and complexities in teaching multicultural classes and how teachers’ competencies could be improved. This conceptual paper uses the case of South Africa to respond to two questions: What are the opportunities and challenges in teaching multicultural classes and how can teachers’ proficiencies be enhanced? Using document analysis, the study deploys Gay’s (2000) cultural responsiveness theory which argues that teachers must understand and value the diverse cultural backgrounds of learners and adapt teaching practices to meet their needs. Understanding the possibilities and complexities that teachers face in their teaching could unlock new avenues in teacher-education programmes. Findings replicate that while teaching multicultural classes is crucial for nationwide integration, teachers lack the necessary training and preparation to teach multicultural classes, hence have limited pedagogical approaches and face communication and classroom management challenges. Considering these findings, the paper suggests a re-look to redefine teacher training and recommends employing professional learning communities to augment existing teacher competencies. The study contributes to discourses on how teachers’ practices can be recalibrated to suit the educational needs of diverse learners.

Optimising Culturally Responsive Pedagogies in Multicultural English Second Language Classrooms

In the era of globalisation, multilingual and multicultural classrooms are a common phenomenon, in which learners from diverse linguistic and cultural backgrounds interact in various social and academic settings. The objective of this paper was to explore ways by which culturally responsive pedagogies (CRPs), which acknowledge the linguistic diversity of English second language (ESL) learners and embrace their native languages by fostering a more inclusive, effective and culturally sensitive ESL classroom, can be strengthened. This inquiry was grounded on Vygotsky’s sociocultural theory, and the multiliteracies framework, which emphasise the importance of exposing students to culturally rich contextually relevant materials and interactions. Thus, applying them to the classroom context will help understand how cultural and linguistic factors impact learning. An interpretive paradigm was used as the basis of this inquiry. A qualitative approach and a case study design were used to gather information from 16 conveniently chosen lecturers through semi-structured interviews. Through the adoption of a thematic analysis method, it was specified that that the adoption of a variety of instructional strategies, such as peer collaboration, technology-assisted learning (TAL), differentiated instruction, and interactive approaches, could strengthen culturally responsive pedagogies. It was also found that the creation of inclusive and conducive learning environments results in students’ increased motivation and engagement when they perceive that their native languages are used in the educational process. The author suggests that, to prepare students for a globalised environment in which English is the universal language, language education policies that respect the heritage of native language speakers are necessary.

Fostering Emotional Intelligence in Language Learners

This study explores the impact of integrating emotional intelligence (EI) strategies into ESL teaching to enhance student engagement, cultural sensitivity, and emotional resilience. Conducted in a multicultural classroom with intermediate to upper-intermediate learners, the study implemented role-playing for empathy, group activities for collaboration, reflection journals for self-awareness, and conflict resolution exercises to foster interpersonal skills. Results indicated significant improvements in student participation, emotional regulation, and confidence, as well as a stronger classroom sense of inclusion and support. Student feedback and self-assessment data revealed increased comfort with self-expression and collaboration, emphasizing the value of EI in reducing language anxiety and encouraging risk-taking in language use. The findings underscore the broader benefits of EI-focused approaches, suggesting that these methods not only support linguistic development but also prepare students for cross-cultural communication and social adaptability. This study recommends that ESL educators adopt EI strategies to create emotionally supportive, inclusive learning environments.

The Role of Technology in Promoting Collaborative Learning: Case Studies from Multicultural Classrooms

The objective of this research is to examine the potential of technology in facilitating collaborative learning in a multicultural classroom setting at SMP 11 Jakarta. Given the culturally diverse student backgrounds, this research is concerned with the ways in which technology can facilitate enhanced interaction and collaboration among students from different cultural backgrounds. This research employs a qualitative approach utilising a case study methodology to gain comprehensive insights into the experiences and perceptions of students and teachers regarding the utilisation of technology in collaborative learning. The data were gathered via in-depth interviews, classroom observations, and the examination of pertinent documents. The findings demonstrate that technology not only facilitates communication between students but also fosters a more inclusive and collaborative learning environment. However, there are certain challenges associated with the implementation of technology, particularly with regard to students' digital literacy and the disparity in technology infrastructure across different settings.

Emotion Regulation Strategies of Thai Teachers Facing Communication Challenges with Migrant Students: A Q Methodology Study

AbstractThe study employed Q methodology to investigate Thai primary school teachers’ emotion regulation (ER) in classrooms with migrant students, categorizing them into different cohorts based on their shared ER strategies and exploring how these strategies influence teachers and their multicultural classrooms. Three distinct teacher groups were identified. The first group, re-rationalizers, address obstacles by reinterpreting them in a positive light, emphasizing their roles as moral guides and facilitators of student development. The second group, change makers, tackle communication issues directly with a strong commitment to student support and an inclusive mindset. The third group, self-distractors, manage emotional difficulties by shifting their attention to the positive aspects of the situation. Although they may not directly address the issue, this strategy helps maintain a positive atmosphere in the multicultural classroom. These strategies highlight the importance of understanding teachers’ emotion regulation among the participants to enhance their effectiveness in working with diverse students, with implications for policymakers and education at large. The findings underscore the significance of understanding teachers’ emotion regulation strategies to improve their effectiveness in diverse educational settings. These insights have implications for policymakers and educational practices.

Sustaining Culture among the Young Indonesian Generation

Teaching in a multicultural country such as Indonesia presents unique challenges. This paper examines how teachers envision diversity and how they build an inclusive learning environment in a multicultural classroom community. To address these questions, qualitative study was employed. Data collected included semi-structured interviews, journals, observations, class documentation, and relevant documents. In addition, the data gathered were analyzed thematically. This research requires the participation of two teachers who dedicated their time to teaching students in early childhood education. The study underscores various activities in teaching diversity to young generations that can inspire other teachers who want to foster a classroom environment where an individual's uniqueness is valued and nurtured. Also, several aspects of diversity are discussed.

Developing and validating a scale for English-medium instruction pedagogical competency in multilingual and multicultural classrooms

ABSTRACT This study aimed to create a scale that is better aligned with and tailored to the needs and perspectives of students for evaluating teachers’ EMI pedagogical competency in the multilingual and multicultural higher education context. Based on a literature review, a preliminary scale was developed. After an expert survey of six EMI experts to ensure face and content validity, exploratory and confirmatory factor analyses were conducted to validate the scale by examining its convergent validity, discriminant validity, and internal consistency. The result suggested that the scale was comprised of 22 items and 3 factors, viz., ‘general EMI pedagogical competency’, ‘adapt teaching to adjust for variation in culture and academic/linguistic ability’, and ‘boosting student involvement and positive affection toward EMI. The scale exhibited adequate reliability and validity and could be employed to evaluate tutors’ EMI competency in multilingual and multicultural classrooms. This study argued that in addition to possessing general EMI pedagogical competency, teachers should also develop additional competency related to widely-discussed student EMI anxiety and multilingual and multicultural backgrounds. This scale could serve as a framework for EMI professional development in the higher education sector, but also a tool enhancing teachers’ reflexivity in their EMI practice.

Is Need-Based Action Possible for Each Child?: Preschool Teachers’ Differentiated Instruction Within Multicultural Classrooms

Is Need-Based Action Possible for Each Child?: Preschool Teachers’ Differentiated Instruction Within Multicultural Classrooms