Multicultural Competence Research Articles

FORMATION THE MULTICULTURAL COMPETENCE OF THE UNIVERSITY FUTURE TEACHER

The article is aimed at theoretical substantiation and experimental verification the effectiveness of the university future teacher multicultural competence process formation. The main research methods were: general, specific, empirical and statistical. As a result of the study it was substantiated the need to develop personal and professional qualities of the future teacher during four stages: unconscious multicultural incompetence, conscious multicultural incompetence, conscious multicultural competence, unconscious multicultural competence. The selection and structuring of the content at each stage was carried out in accordance with the educational program of master's training. The theoretically substantiated content of the future teacher multicultural education was being realized in the conditions of using the traditional and interactive forms process organization of multicultural education. The practical value of research consists in creation of the educational and methodological complex for the formation of the future teacher multicultural competence. The experimental verification confirmed the effectiveness of the proposed content, certain forms and methods of the university future teacher multicultural education. The results of the experiment showed an increase in the level of personal and professional multicultural competence components in the experi-mental groups. In a subsequent study it is needed problem of the mass media influence on the formation of the future teacher's personality as a person of culture needs further study; foreign experience in training teachers for multicultural education; the problem of improving and filling psychological and pedagogical disciplines with multicultural content; statistics on the state of the multicultural education system in Ukraine and abroad.

The use of augmented reality for the formation of multicultural competence of undergraduates

The problem and the aim of the study. The system Higher education of Russian Education adapts to the challenges of globalization and new priorities of society, the values of students from different countries, expands the range of pedagogical technologies and ways to include them in the educational process. For the training of highly qualified specialists, the development of multicultural competence as an integrated personal quality, mixed learning, 3D modeling, augmented and virtual reality are actively used in higher education. The purpose of the article is to investigate the features of the use of augmented reality for the formation of multicultural competence of undergraduates. Research methods. The theoretical analysis and generalization of scientific literature are used to identify the problems of using innovative pedagogical technologies for the development of professional and general cultural competencies of university graduates in the conditions of digitalization of society. The main idea is determined by the principle of multicultural education, which involves obtaining of new knowledge, intercultural interaction, the formation of a worldview, etc. in an environment of augmented reality. The Zome application is used as a software tool. The study of augmented reality and software implemented in the format of a quest. The experiment involved 42 students of the Vyatka State University of the training program 44.04.01 Pedagogical education (level of magistracy). As a method of statistical processing of the experimental data, the χ2 (chi-square) Pearson test was used. Results. In the experimental group, undergraduates used the tools of the AR-application to studies of fundamental theory, consolidations of professional skills, intercultural communications and joint activities. The assessment of the levels of digital literacy formation was made and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed, χ2obs. 2 > χ2crit0.05 (6, 27 > 5,99). In conclusion, the features of the use of augmented reality as a new pedagogical technology for the formation of multicultural competence of undergraduates and improving the quality of education are summarized.

Developing an English Grammar Practice Book based on Multicultural Values for Second-year University Students

The aim of this study is to develop an English grammar practice book model based on multicultural values as teaching materials for compulsory subjects of the university in Indonesia. This research-based on Research and Development approach, which is adopted from Gall, Gall, and Borg (2003). The data were collected through interviews and questionnaires. While qualitative data were analyzed using an interactive analysis and quantitative data analysis used percentages. The research participants consisted of lecturers and students at two universities in Indonesia. The findings showed that 1) the conceptual model of the English grammar practice book is applicable and contextual which presents the latest issues in accordance with the issue of Indonesian multicultural values. 2) The content of an English grammar practice book constitutes the following components: chapter titles, introductions, material presentation and elaboration of multicultural values, competence performances, summaries, reflections, variation exercise. It is suggested that the textbook model more help in developing multicultural competencies students in communication with other people from different backgrounds through using English as an international language.

Contribution of religious moderation among multicultural counseling competence

The issue of religious moderation in Islamic counseling is part of the ethical and moral values of the counselor. Religious moderation education should be able to improve multicultural competence, especially in prospective Islamic counselors. This study aims to analyze whether religious moderation contributes to the development of multicultural counseling competence. The study used ex-post facto to examine the relationship between religious moderation and the multicultural counseling competence. The research was conducted through a survey using a google form to 30 students of Islamic Guidance and Counseling at UIN Sultan Maulana Hasanuddin Banten and 30 students of guidance and counseling at the University of PGRI Palembang. The results showed that religious moderation contributes to the development of multicultural counseling competencies. Religious moderation supports the development of multicultural insight regarding differences in values and a person's perspective in religion.

Formation of Multicultural Competence of Future Tourist Support Specialists (Guides) as a Pedagogical Problem

The purpose of the paper is to study multicultural competency training future tourist support specialists (guides) in the higher educational institutions. Multicultural competency training is defined as ways of teaching and educating aimed at developing multicultural competency. It may include: creating awareness of one’s cultural worldview, stereotypes and biases; deepening knowledge of different cultural practices and views; understanding and understanding that cultural and linguistic differences can affect communication; understanding why and how communication and behaviour should be adapted in different cross-cultural situations; how to work effectively and respectfully with people of different cultural and linguistic backgrounds; highlighting the benefits of diversity in the workplace or in society more broadly; creating plans and strategiesfor developing organisational multicultural competency, such as multicultural access and equity or hiring policy plans. At the university organisational level, developing multicultural competency requires clear and practical policies and procedures, as well as a commitment to implementation and evaluation to create a workplace that evaluates and matches cultural and linguistic diversity.

CLIL IN TOURISM STUDENTS’ MULTICULTURAL COMPETENCE DEVELOPMENT

The current study aims at implementation of the Content and Language Integrated Learning (CLIL) as an educational approach in tourism students’ multicultural competence development. To achieve the goal, a mixed-method was chosen, which implied the use of quantitative and qualitative research methods. The quantitative method was used to process the test results of tourism students and determine the statistical significance of the results obtained during the experiment, the qualitative method was used to analyse and interpret the results. 25tourism students of V. I. Vernadsky Taurida National University took part in the experimental study in 2020-2021 academic year. According to the results, due to CLIL classes the students’ theoretical knowledge and practical skills in the field of tourism, the ability to interact with representatives of other countries and cultures and to solve professional problems in the conditions of foreign language communication in the intercultural environment, have been increased. Additionally, the knowledge, skills and abilities of the tourism students; the pedagogical conditions of successful CLIL implementation; the methodological recommendations for developing the multicultural competence on the base of CLIL and the specifics of implementing CLIL in the educational process of the tourism students were defined. It was concluded that the use of CLIL in tourism students’ multicultural competence development helps to diversify foreign language learning at the university level and facilitates the development of professional communicative skills.

Pedagogical framework for poly multicultural education of foreign language students seeking a degree in teaching

The research aims to explore and establish the ways of creating pedagogical framework for (i) popularizing the idea of poly-/multiculturalism, and (ii) forming relevant students' skills and abilities in foreign language instruction; to determine the extent to which the engaging mentoring teacher in the educating role may influence their poly-/multicultural competence. To this end, poly-/multicultural competence is seen prerequisite of a foreign language teacher's professional competence. Experiment is the main method of the research. Assessment of the experiment effectiveness was carried out with the involvement of surveys/questionnaires, conducted in stages, along with observation as a method applied. The obtained data confirmed the key research hypothesis: the pedagogical framework for the formation of poly-/ multicultural competence with students seeking their bachelor’s degree to become teachers of a foreign language connects with mastering two or more foreign languages while intensifying the poly-/multicultural component of education. The main findings result in the contemporary need for formation of a FL teacher’s poly-/multicultural competence regarded as the improvement in foreign language proficiency, basic communication skills in a poly-/multiethnic environment, following the proactive positioning of such teacher.

Cultural appropriation, appreciation, and adaption: A rejoinder to “Effects of a Rite of Passage Ceremony on Veterans' Well‐Being”

AbstractThis rejoinder critically examines Greenleaf, Roessger, Williams, and Motsenbocker's article in the Journal of Counseling & Development (JCD) entitled “Effects of a Rite of Passage Ceremony on Veterans' Well‐Being” using the concepts cultural appropriation, appreciation, and adaption, combined with the Multicultural and Social Justice Counseling Competencies (MSJCCs). We will introduce these terms and connect them to examples related to Native American history, while providing an analysis of the article's approach to Native American culture. Concluding the rejoinder are suggestions to meet multicultural competencies, including pragmatic ways in which counseling practice and research can improve and a checklist applicable for practitioners and scholars.

Soul work: Black practitioners’ perceptions of Black clients’ mental health needs

AbstractMost empirical investigations with Black clients have focused on the multicultural competence of practitioners who work with them. Little attention has been given to the needs of Black clients. This phenomenological inquiry explored Black practitioners’ perceptions of Black clients’ mental health needs and identified five common themes: (a) mental health literacy, (b) family and parenting counseling, (c) advocacy, (d) trauma and grief work, and (e) self‐efficacy enhancement. Implications for counseling and future research are discussed.

School Mental Health Trainees’ Perceptions of a Virtual Community-Based Partnership to Support Black Youth

This phenomenological study used individual interviews with ten graduate students in school counseling and school psychology to understand their experiences in a University-Church service-learning partnership to support PreK–12th grade youth in response to COVID-19. Most graduate participants identified as White/Non-Hispanic, and all youth served identified as Black. Hence, the study’s purpose was to examine participants’ (a) general perceptions of the program and (b) perceptions of how the program contributed to their multicultural competence and social justice-orientation. Findings reflect two broad themes for research aim one: (a) adaptive and holistic direct intervention skill development and (b) presence and connection with marginalized youth. Four broad themes emerged relative to research aim two: (a) multicultural attitudes and beliefs development, (b) multicultural knowledge development, (c) multicultural skill development, and (d) advocacy and allyship relative to social justice practice. Recommendations for school mental health training programs are offered. Impact Statement School psychology training programs have historically utilized community-based service-learning opportunities to cultivate graduate students’ multicultural competence and social justice-orientation. However, few studies have examined outcomes associated with service-learning training initiatives using online didactic training, telesupervision, and experiential learning through telehealth service delivery. Because COVID-19 has resulted in graduate programs exploring remote methods of training mental health trainees, key findings illustrate the benefits of virtual service-learning opportunities for facilitating school mental health trainees’ (including school psychology graduate students) capacity to provide accessible (i.e., telehealth), culture-centered academic, social–emotional, and behavioral support for minoritized families.

Teaching Migrant Students From Myanmar: Professional Development Program to Facilitate Multicultural Competence for Teachers

Teaching Migrant Students From Myanmar: Professional Development Program to Facilitate Multicultural Competence for Teachers

A Local Approach Toward Multicultural Counseling in Malaysia

Malaysia is a multicultural and multi-religious country. The importance of multicultural counseling has been widely recognized and discussed. Counselors need to be multiculturally-knowledgeable when dealing with multicultural clients. The effectiveness of counseling may likely be improved by integrating Malaysian approaches that are tailored to this country’s traditions and insights, into the current conventional counseling practices. Most of these counseling and psychotherapy theories are based on, and biased towards, the Euro-American culture. Novice counselors in particular frequently reported a lack of skills in dealing with culturally-diverse clients. Multicultural counseling competency is an evolutionary progress that is meant to achieve an effective treatment, and greater inclusion of minorities in mainstream society. Therefore, this paper highlights multicultural counseling competencies and the evolution of counseling in Malaysia. Using narrative method literature review, this paper presents local approaches toward counseling in Malaysia, based on various religions, which are specifically focused on an Islamic approach. This paper then compares and contrasts the local approaches with those of the conventional Western based counseling methods. Some recommendations that merit further investigation are highlighted for future studies.

Pendidikan Islam Inklusif Berbasis Multikultural Pada Madrasah

This study aims to find out more about inclusive multicultural-based Islamic education in madrasas. The research method used is descriptive qualitative. Using in-depth interview data collection techniques. The results showed that inclusive education is an educational innovation for people with disabilities. Where they have the same rights as others to live decently with education that facilitates their lives. So this education is a necessity of the world to be realized for all nations. The implementation of inclusion, which has not received a serious response from all levels of society, requires socialization that can provide clarity on the importance of this matter. Although it has not become a serious concern, there have also been several parties who have looked and started implementing it in the community. Inclusion in education is a process of increasing student participation and reducing their separation from the culture, curriculum and local school community. In conclusion, inclusive education comes with a concept that aims to make education accessible to all people, including persons with disabilities, to meet this goal, learning activities should be structured in such a way that adapts the needs, abilities and character of students and refers to the curriculum developed. and supported by the multicultural competence of a teacher.
 Keywords:, Pnclusive, Multicultural, Islamic Education

The Value of Adapting Counseling to Client’s Spirituality and Religion: Evidence-Based Relationship Factors

There is a strong tradition of attention to relationship factors in the field of counseling. The research on the importance of the relationship and adapting to client factors continues to grow, supporting the importance of professional multicultural competence. The field of counseling, specifically within the United States context, has focused on Multicultural Counseling Competencies with more recent emphasis on social justice through the Multicultural and Social Justice Counseling Competencies. Within these competencies, spirituality and religion are mentioned as multicultural components to consider as potentially salient to clients. Yet, there has been less emphasis on ways to adapt counseling to a client’s spirituality and religion compared to other multicultural components of one’s identity, such as race, gender, and culture. Historically, a lack of training, fear of causing offense, or concerns about influencing clients, resulted in clients’ spirituality and religion being overlooked far too often in counseling. Despite this tendency, recent clinical evidence on relational responsiveness identifies the adaptation of counseling to a client’s spirituality and religion as highly effective. In this article, the authors discuss how adapting counseling to a client’s spirituality and religion, in relation to all multicultural factors salient to the client, enhances relational responsiveness and treatment effectiveness. The authors also discuss the implications for training, supervision, and practice.

Pedagogical framework for polymulticultural education of foreign language students seeking a degree in teaching

The present paper deals with the pedagogical framework of poly- / multicultural education as a factor that significantly influences the formation of poly- / multicultural competence of a foreign language (FL) teacher. The relevance of addressing poly- / multiculturalism in the pedagogical plane is due to the current need of societies to bring up a young professional, who would become aware that today poly- / multiculturalism and polyethnicity make an integral part of the modern global world in general and the educational process, in particular. The research aims to explore and establish the ways of creating pedagogical framework for (i) popularizing the idea of poly- / multiculturalism, and (ii) forming relevant students' skills and abilities in foreign language (FL) instruction; to determine the extent to which the engaging mentoring teacher in the educating role may influence their poly- / multicultural competence. To this end, poly- / multicultural competence is seen prerequisite of a FL teacher's professional competence. Experiment is the main method of the research. Assessment of the experiment effectiveness was carried out with the involvement of surveys / questionnaires, conducted in stages, along with observation as a method applied.

Address Trainee Counselors’ Perplexities: Integrating Predictors of Self-Efficacy into Counseling Ethics Education

The process of addressing ethical perplexities is challenging and there is insufficiency of clear solutions and proper resources to resolve the ethical quandaries. Thus, this study aims to identify the greatest predictor of trainee counselors’ self-efficacy in addressing ethical perplexities. The greatest predictor of self-efficacy is expected to enhance the existing counseling ethics education curriculum and pedagogy. A quantitative methodological approach was administered through questionnaires. There were 148 trainee counselors selected through simple random cluster sampling and they were all students from private universities in Malaysia. The data gathered were analyzed using correlation and multiple regression analyses. Correlation analysis recorded the highest coefficient of r value which was a substantial relationship between self-efficacy and multicultural competence. Next, multiple regression analyses indicated that the three predictors which are multicultural competence, religiosity, and spirituality were predictive of self-efficacy. However, the strength of prediction varied. Multicultural competence had the most powerful prediction on trainee counselors’ self-efficacy, followed by spirituality, and religiosity. These findings revealed the importance of the three predictors in enhancing trainee counselors’ self-efficacy, addressing ethical quandaries, and developing pedagogic counseling education. The process of preparing and developing intuitive counseling professionals is worthy of attention in the counseling training and practice, specifically in addressing ethical perplexities. Thus, the three predictors should be integrated into the counselor education curriculum and pedagogy at all levels. Cultivation of these three predictors in all trainee counselors would build their level of self-efficacy and help in their survival during counseling dilemmas, leading to successful counseling sessions.

A Counselor’s Cultural Identity: Implications from A Multicultural Counseling Perspective in Malaysia

Malaysia is a country with a diversified cultural background, ethnicities, and religions. Islam is the most widely practiced religion, followed by Buddhism, Christianity, Hinduism, other traditional Chinese religions, as well as other indigenous religions. Despite the richness of the cultural landscape, the counseling services in Malaysia seem to be very limited in terms of diversification of multiculturalism. Cultural relevance of counselling theories, adaptation of Western-trained counseling services to suit a Malaysian culture, and multicultural counseling competencies, are among the concerns in the profession. This paper focuses on factors that shape a counselor’s identity based on their cultural background, and its implications on multicultural counseling in Malaysia. Among the important factors highlighted in this paper are religious beliefs and values, locus of control, gender, and personality. This paper encapsulates the importance of understanding a counselor’s cultural identity for the effectiveness of multicultural counseling in Malaysia.

Counsellors’ competency to counsel refugees: A constructivist grounded theory study

AbstractThe purpose of this constructivist grounded theory study was to explore how counsellors perceive their preparedness to counsel refugee clients and how they conceptualise multicultural competence when doing so. Although the findings point to the complexity and challenges involved when counselling refugees, all participants emphasised the ethical imperative to do so. Therefore, counsellors are able and obligated to contribute to the health and wellness of refugees through providing integrated and holistic approaches.

Pedagogical Framework For Polyculturalism in Higher Education: Foreign Language Instruction

The article highlights the theoretical and pedagogical frameworks for polyculturalism and multiculturalism as the foundational values attributable to future foreign language teachers in general and teachers, or instructors of languages for specific purposes, in particular. The findings substantiate the importance of pedagogical framework for poly- / multiculturalism given the fact that the created poly- / multicultural and polylingual environment of higher educational institution as a principle condition in value chain education may ensure the formation of poly- / multicultural personality of a foreign language teacher and LSP instructor. That becomes possible with the help of growing their socio cultural identity while students master the system of knowledge, concepts and ideas about poly- / multiculturalism in the poly- / multicultural environment of their classroom and improve social communication skills. It is stated that the complex of pedagogical conditions may well promotepoly- / multiculturalism for future teachers of foreign languages and LSP instructors. It is underlined that pedagogical framework for polyculturalism in a foreign language classroom, aiming to teach philology students, rests on the following: (i) construction of training process in regards to foreign languages on the integration principle of educational disciplines with existing poly- / multicultural component according to tasks and the basic components of poly- / multiculturalism; (ii) application of interactive technologies for the formation of socio- cultural and poly- / multicultural competence, which includes bilingualism and poly- / multilingualism (didactic conditions); (iii) creation of a poly- / multicultural educational environment; (iv) dialogical interaction in the course of socio-cultural activities (educational conditions) inter alia.

Diversity pedagogical content knowledge: a new conceptual framework and assessment across different teacher education programmes

ABSTRACT Previous work on multicultural teaching competence has mainly focused on teachers’ beliefs and attitudes towards ethnocultural diversity. Little attention has been paid to examine the nature of teachers’ ethnocultural diversity knowledge. Drawing upon Shulman’s model of pedagogical content knowledge, this study presents a novel theoretical framework and a performance-based assessment for examining teachers’ ethnocultural diversity knowledge. We collected data from 819 preservice teachers across six teacher education programmes in Belgium, Flanders. Our findings indicate that student teachers in Flanders have limited and low levels of cultural diversity knowledge and there is a significant variation between the mean scores of teacher education programmes. We conclude by arguing that teacher education institutions should make meaningful reforms to develop student teachers’ knowledge base regarding ethnocultural diversity.