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Multicultural learning is a concerning topic in many schools and universities. The specific complexity is working with ethical and cultural considerations within the classroom. An ability to manage multicultural teaching is a “possible factor of influence” over children in the class (Abacioglu et al., 2019, p. 90). It is essential to examine the change after investigating Middle Eastern American culture and think about three methods of realizing learning within the class.
Middle Eastern American population has a deep historical background complicated by political events of the twentieth century. This population is mostly “concentrated in large cities” and settled in rural areas (Melendez & Beck, 2018, p. 19). Most of them are citizens of the United States by birth or naturalization; they represent Lebanese, Egyptians, and Syrians (Melendez & Beck, 2018, p. 19). My attitude turned more tolerant after researching these people’s political and personal struggles in 2001. Furthermore, most media focus on these people’s negative features, which is wrong in its essence.
There are three methods of conducting an efficient study for Middle Eastern Americans. For instance, it is possible to integrate ice-breaking games in the class to promote closer relations between children. Moreover, it might be helpful to share joyous moments of each other’s backgrounds to bring people together. Finally, it might be beneficial to implement individual tasks to develop problem-solving skills “through collaborative, active learning approaches” (Hartman et al., 2018, p. 2). Furthermore, teamwork can facilitate children’s involvement in learning and make classes diversified and interesting.
Overall, it is vital to acknowledge cultural backgrounds in considering multicultural learning. For instance, the history of Middle Eastern American citizens is complicated, and it is crucial to acquire it to understand people better. Moreover, the significance of researching the history of people cannot be overvalued. In addition, there are multiple methods to attract children to the learning process by involving games and tasks in the classroom.
References
Abacioglu, C. S., Isvoranu, A. M., Verkuyten, M., Thijs, J., & Epskamp, S. (2019). Exploring multicultural classroom dynamics: A network analysis. Journal of School Psychology, 74, 90–105. Web.
Hartman, P., Renguette, C., & Seig, M. T. (2018). Problem-Based Teacher-Mentor education: Fostering literacy acquisition in multicultural classrooms. Interdisciplinary Journal of Problem-Based Learning, 12(1), 2–6. Web.
Melendez, D. W. R., & Beck, V. (2018). Teaching young children in multicultural classrooms: Issues, concepts, and strategies (5th ed.). Cengage Learning.
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