Issues in a multicultural classroom
Larger cities may have had multicultural class rooms for years, but with an increase of refugees coming to Australia and settling in country places, regional education centres are finding that more and more students with different cultural backgrounds are filling their class rooms. Besides offering an opportunity for teachers to usilise students' fast array of cultural experience, knowledge and insights, it also brings with it many issues besides differences in gender, age, social background, learning styles or even religion. Native language other than English as well as students being used to different education techniques. To be able to engage all students and foster unity and multicultural understanding teachers may need to step away from a mono-cultural Anglo American delivery of course content. Over the next few paragraphs we will discuss some issue teachers can face in a multicultural classroom and techniques that could be used to overcome these issues.
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Possible issue in a multicultural classroom
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Teaching and learning strategies to promote student participation
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Teacher issues - professional education of teacher doesn't always include multiculturalism and teaching in a multicultural classroom can affect a teacher's confidence in themselves
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Teacher strategy - for teachers to be able to assist their multicultural students as best as possible teachers need to have proper education about their students and their associated backgrounds, the struggles these students may have with the english language, possible learning differences and/or difficulties and how best to deal with these students without intolerance or discrimination. Background information about culture specific rules in regards to behaviour, non-verbal communication and personal space can be handy information to have for every teacher as well as policies on how to manage diversity..
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Language issues - with students having a language other than english as their mother tongue teacher may find themselves having to choose their words carefully especially when slang or profession specific language or consepts is used. Words such as plagiarism may not always be understood.
Having to answer a question in a language other than "your own" can produce a feeling of uneasiness, vulnerability, even some embarrassment and can reduce the feeling of security and control a person may have. |
Language strategy - it is important for the teacher to know if the problem is related to the student's limited English language or their ability to comprehent. Slowing down the delivery will provide students with an opportunity to digest what is being said. Having the content as a handout will provide students with a reference in case they require clarification. Jargon, acronyms and local jokes are best to be avoided.
Don't put a student on the spot and expect them to answer a question then and there. Students will feel more confident when they are given time to work on their answers or can provide an answer in a small group environment instead of to the whole group. |
Contextualising issues - a lot of examples that are used in the delivery of
content often relate to Australian context. Not all students understand sayings such as meals-on-wheels, engagement sheets, stat.dec. Language used also often has a close association with Australian history. |
Contextualising strategy - make certain all students understand the context you are using by checking with the students, providing an explanation or a handout with a glossary of terms to ensure students understand possible unfamiliar terms.
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Teaching and learning issues - non-domestic students often prefer the face-to-face delivery of content instead of using a media such as Moodle. They often depent of the teacher and like to be told what to do/learn, not challenge the information given, instead of being an active learner and sharing their opinion or experience with the group or debating the content.
It can be hard to decide the level of content to be delivered to a multicultutral group which can 'lead to a tendency to teach to the lowest level of domestic student'. |
Teaching and learning strategy - international students can contribute professionally and culturally to any class. Ensure the students understand that asking the teacher a question is not seen as challenging the teacher's knowledge or authority. Learning resources, activities as well as assessment tasks should be chosen carefully and expectations clearly stated (ie. marking criteria sheet for assignments).
Content often needs to be delivered at a slower pace and more repetition and explanation may need to be provided. Material should be made relevant to all students regardless of where they were born. This can be done by using examples from different countries contextualised to the topic discussed. |
Support and personal ssues - students may have fled their home country or may have come here as a migrant. What ever the cause of their arrival in Australia they may all experience unfamiliar environments causing home sickness, culture shock and grief for "lost" friends and maybe family. As such students can be faced with isolation leading to depression and affecting their study results.
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Support and personal strategy - teachers should be sensitive to any additional pressures which may be put on immigrants and be aware of any risk factors, e.g. isolation from other family members, lack of socialisation from mainstream culture, adjusting to climate change, mental health issues. To be able to provide a holistic experience for the international student support services need to be available and need to be known to teachers so that they, due to their direct contact with the student, can guide the student in the right direction.
Additional tutorials either in the specific topic or supporting topics, such as study skills, can be offered to international students. |
Group work - Language difficulties and different expectations of group work by domestic and non-domestic students can make doing a task as a multicultural group daunting and difficult.
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Group work strategy - it is important that students know exactly what is expected of them in group work and are not just given the outcome requirements of the activity. Working in small groups may provide a safe environment for non-domestic students and more time may need to be allocated when group work is to be done by a group of multicultural and domestic students. Examples from different countries can be provided by the group which can increase understanding by all students.
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Conclusion
When having multicultural students in the classroom it is important to be as inclusive as possible respecting the cultural values of each student and acknowledging their own individual identity. However, be aware of stereotyping. Just because they look Asian, have an Asian surname doesn't mean that they flew into the country recently. They may be second or third generation, speaking with an Australian tongue and know more about Australian history and slang than about their 'own mother country'. Try to provide global examples and not just Australian and try get students to assist you with this. Good communication goes a long way in a multicultural classroom. (According to the Chines character real listening is done with more than just our ears) |
References:
Dalglish, C (2002) Promoting effective learning in a multicultural classroom. EDINEB June 2002 Mexico
Khatoon, S Dr et all (2011) Teaching in multicultural classroom - Assessing current programs of teachers' training in Pakistan.International Journal of Humanities and Social Science, 1(6), pp. 70-78
Witsel, M (2003) Teaching and learning issues in the multicultural classroom. Proceedings of Effective Teaching and Learning Conference, Brisbane, 6-7 November, Griffith University, Nathan, Qld.
http://www.seronline.pt/biblioteca/recursosweb/Ingles_Multiculturalism/ (Image - top og page)
http://www.hope.edu/academic/education/wessman/2block/brainkeys/listen.htm (Chinese symbol for listening)
Dalglish, C (2002) Promoting effective learning in a multicultural classroom. EDINEB June 2002 Mexico
Khatoon, S Dr et all (2011) Teaching in multicultural classroom - Assessing current programs of teachers' training in Pakistan.International Journal of Humanities and Social Science, 1(6), pp. 70-78
Witsel, M (2003) Teaching and learning issues in the multicultural classroom. Proceedings of Effective Teaching and Learning Conference, Brisbane, 6-7 November, Griffith University, Nathan, Qld.
http://www.seronline.pt/biblioteca/recursosweb/Ingles_Multiculturalism/ (Image - top og page)
http://www.hope.edu/academic/education/wessman/2block/brainkeys/listen.htm (Chinese symbol for listening)