Multicultural Inclusion in the Classroom

NB: We do not resell your papers. Upon ordering, we do an original paper exclusively for you.

NB: All your data is kept safe from the public.

Table of Contents

Introduction
Classroom Context and Language Learning Phases
Key Concepts and Their Application
Conclusion
References

Introduction

Modern teachers have to address various objectives, including curriculum-, academia-, and culture-related aspects. Multiculturalism has become a common feature for the educational setting in Australia as well as other countries. Students from varied backgrounds and with different levels of skills and knowledge study in inclusive classrooms, which is a considerable benefit and a substantial challenge (Grant & Sleeter, 2003). Teachers have to acknowledge students’ needs and their capabilities in order to ensure the achieving educational goals. This paper includes an analysis of certain changes introduced to four history classes.

Classroom Context and Language Learning Phases

The class is not culturally diverse as the students are Australians of European ancestry, but four new learners came to the class. These four students have different cultural backgrounds as two of them come from a Middle Eastern country, while two others are Asian. The classmates have not shown hostility or any negative attitudes, and the atmosphere in the class is favorable. The new students are rather open and ready to take an active part in discussions.

Three of the new students are in the second language learning phase, which is emerging English (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2011). The learners distinguish “spoken English from other languages and dialects” and can read simple texts, speak in familiar contexts, as well as write simple sentences using a limited number of structures (ACARA, 2011, p. 23). One of the students is in the third language learning phase, developing English. In this phase, learners have quite extensive knowledge and skills that enable them to decode texts independently, speak in familiar contexts, and write sentences using diverse structures.

Key Concepts and Their Application

Inclusion of Multicultural Representation

When reviewing the given lesson plans and adjusting them to make them more appropriate for the multicultural context, four major concepts were applied. One of these is the inclusion of multicultural representation, which implies the educator’s focus on the perspectives utilized when presenting facts and details. Although modern classrooms are becoming more culturally diverse, and this diversity is propagated in all settings, knowledge sharing often occurs in quite homogeneous ways. Zhou, Knoke, and Sakamoto (2005) claim that the mainstream perspective violates the principle of multicultural representation. Students and professors pertaining to the dominating cultural group tend to create (mainly, unconsciously) a specific environment where mainstream knowledge is shared.

The lesson plans under consideration lack multicultural representation as the focus is on the Australian culture related to the European cultural domain. Week 4 lesson (HMS Siruis) can be regarded as an illustration of this cultural bias. The suggested changes enable students to share their indigenous knowledge without being silenced by the mainstream perspective. It is noteworthy that Tateishi (2008) emphasizes that Asian students, as well as learners having other cultural backgrounds, may choose to be silent rather than introduce new perspectives. Educators are to make sure that mainstream culture does not suppress students in the class but is presented as one of the existing contexts. For instance, in order to improve the provided lesson plans, the students can be given a task to imagine that non-European travelers were also on the ship. They can also provide insights into their material culture as they can be encouraged to dwell upon meaningful artifacts. These tasks will facilitate the discussion of different cultural backgrounds, norms, and beliefs. New students can be motivated to share more openly and be more active.

World Languages and English Dialects Integration

Another concept to pay specific attention to is the integration of English Dialects and world languages into the curriculum. According to Christensen (2009), it is essential to make students aware of the differences English dialects have in order as it is beneficial in several ways. People learn particular things they will use in their life (careers and personal communication), acknowledge the value of their native tongue (as well as a dialect), and they will also be acquainted with the concept of power (Keefe, 1992). Delpit (1988) stresses that power is one of the basic elements of contemporary education. The author also argues that the educator should introduce implicit and explicit cues related to the dominant culture so that minority students could have more opportunities to succeed (Delpit, 1988). In simple terms, the integration of different languages and dialects will equip students with the knowledge of existing standards and norms, which, in its turn, will make them fit into different contexts.

Week 5 lesson (Diary of a convict) can be improved with the help of the integration of world languages and English dialects. Students can be asked about other prisoners and the languages they speak. The educator may encourage students to consider examples (specific words and sounds from different languages or dialects). It is possible to extend the scope of such aspects and discuss the issues of power and domination. Students can think of the languages guards and officials could speak. Week 7 lessen (Uluru) can also be amended in terms of the concept in question. This lesson is concerned with the relevance of languages and dialects. Therefore, learners can try to reflect on the role English plays in the world, the future of its dialects, and the future of different languages (with the focus on aboriginal).

Explicit Linguistic Scaffolding

Explicit linguistic scaffolding is yet another important concept to be integrated into multicultural educational settings. Gibbons (2003) notes that many ESL students feel unconfident when using English although they perform well at school and have extensive knowledge. Such situations are common and happen due to the limited use of this language or its dialect. When in school, students receive a set of knowledge and skills that are confined to the developed curriculum. Outside of the academic context, language proficiency appears to be insufficient.

Hence, it is critical to make sure that learners are exposed to a variety of languages. The lessons under consideration are based on this concept, but can still be improved. Week 7 lesson (Uluru) and Week 4 lesson (HMS Siruis) can be changed slightly. The teacher can ask students to write down synonyms, as well as words and phrases related to a specific topic. It is essential to encourage students to think of idioms and set expressions. At the end of the task, the educator should provide a complete list in order to help students to learn as many words, expressions, and structures as possible. Ideally, the suggested words (some of them) should be applicable in non-academic or professional areas (specific industries).

Critical Pedagogy

Finally, the fourth concept to be discussed is critical pedagogy which is associated with equality and its integration into the curriculum. Ladson-Billings (1995) emphasizes that many educators are “dysconscious” racists as they do not notice or pay attention to the various issues underprivileged groups have to face (p. 35). Although such teachers claim that they treat everybody equally, they often fail to consider such aspects as the accessibility of knowledge, job opportunities, and the involvement of parents. The latter is regarded as a potent instrument able to motivate students and ensure their high academic performance. Furthermore, adults can share some details from their life and start a discussion of possible instances of inequality. Braxton (2001) states that teachers have to create communities rather than classes. Students sharing a set of values and beliefs can try to address the existing problems and come up with effective strategies that are consistent with other perspectives (Braxton, 2001). History lessons are appropriate platforms for the development of such communities.

The lessons under analysis can be improved with the help of the application of this concept. For example, the Week 5 lesson (Oral history) can be improved in several ways. First, parents can be involved in the discussion of issues related to equality. Clearly, the teacher should discuss the parent’s presentation to ensure that it is age-appropriate. Another way to expose students to equity problems is to ask them to reflect on the relevance of oral history and ways people’s accounts can change society for the better. Students will try to address some issues they will inevitably face in the future. These discussions will make them prepared to handle numerous problems or take an active part in the corresponding discussion.

Conclusion

In conclusion, it is necessary to note that multicultural inclusion is a complex process that requires the involvement of many stakeholders including teachers, administrators, policymakers, parents, and students. In order to make classes truly multicultural, it is important to ensure respect for differences and willingness to discuss and change. Educators should integrate such concepts as critical pedagogy, explicit linguistic scaffolding, world languages and English dialects integration, and multicultural representation. These elements can help in developing classrooms where students are eager to share their viewpoints and discuss various topics. Modern society is often compared to a melting pot, but mainstream cultures shape the way the dialogue between different groups occurs. Educators should make sure new generations are aware of the true meaning of diversity and multiculturalism and prepared to work for the establishment of real equality in society.

References

Australian Curriculum, Assessment and Reporting Authority. (2011). English as an additional language or dialect: Teacher resource. Web.

Braxton, B. (2001). Creating classroom community. In B. Bigelow et al. (Eds.), Rethinking our classrooms: Teaching for equity and justice: Volume 2 (pp. 163-166). Milwaukee, WI: Rethinking Schools Ltd.

Christensen, L. (2009). Teaching for joy and justice: Re-imagining the language arts classroom. Milwaukee, WI: Rethinking Schools Ltd.

Delpit, L. D. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58(3), 280-298.

Gibbons, P. (2003). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, England: Heinemann.

Grant, C. A., & Sleeter, C. E. (2003). Turning on learning: Five approaches for multicultural teaching plans for race, class, gender, and disability (5th ed.). New York, NY: John Wiley & Sons, Inc.

Keefe, K. (1992). From the centre to the city: Aboriginal education, culture and power. Canberra, ACT: Aboriginal Studies Press.

Ladson-Billings, G. (1995). But that’s just what good teaching!: The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165.

Tateishi, C. A. (2008). Taking a chance with words: Why are the Asian American kids silent in class? In W. Au (Ed.), Rethinking multicultural education: Teaching for racial and cultural justice (pp. 101-109), Milwaukee, WI: Rethinking Schools Ltd.

Zhou, R. Y., Knoke, D., & Sakamoto, I. (2005). Rethinking silence in the classroom: Chinese students’ experiences of sharing indigenous knowledge. International Journal of Inclusive Education, 9(3), 287-311.

Click Here To Order Now!