Educators should strive to become aware of the linguistic values and attitudes implicit in and our classroom discourse (Sayer, 2008). By allowing students to use home languages, educators promote pride in learners’ ethnolinguistic identities and teach learners how to use their linguistic toolkit for academic content learning. It is important to consider the new millennium demands educators and learners not only becoming bilinguals but becoming biliterate. Biliterate individuals are distinguished by being advanced bilinguals who are proficient at communicating in two languages in terms of literacy skills, that is, reading and writing. Then, educators and learners need to adopt a lens which makes them recognize and build translanguging practices in today’s classrooms; in few words continua of biliteracy.
It challenges and rejects discrimination in schools and society. It can also help the student on how to accept the ethnic, linguistic, religious, economic, and gender, among other the students. Multicultural education permeates the curriculum and instructional strategies used in schools, as well as the interactions among teachers, students, and parents (Scherba De Valenzuela 2002). Most of the multicultural education is implemented in an international school. From these instances, the population of an international school that caters a multicultural education has been
Since cosmopolitanism reflects world citizenship for an individual and respect to local cultural diversity (Ibid), students need to become familiar with various elements that make this an enriching life such as exposure and reflection to various cultures via trips or activities (White, 2007). Wright and Lee (2014) concur, while adding that it should be a precondition for students to learn later how to interact with other students of different social groups as well. Therefore, an education leaning favorably to social reconstruction and child-centered could generate an outcome of developing community values and instilling rational criticism to social issues
The following are ways for me to utilize CRT in facilitating cultural and racial equity in my classroom: - Allow students to communicate in their language (L1) because it demonstrates the acceptance of their culture and identity. I have seen many educators deny their students of this right and I made sure in my current classroom to allow students to communicate in the language that they are most comfortable with. It is important for ELL students to use both languages because they may know a word in their L1 that they don’t know in their L2. - Make sure that bulletin boards, displays, materials, and other visuals in the classroom reflect the racial, ethnic, and cultural backgrounds of the students. Similarly, it is essential for students to use their real-life experience to connect school learning to students’ lives.
Multicultural Awareness Curriculum Issues Feelings about the Letter Ethnic and cultural differences in the educational field have brought controversy, from its denial until its rating as an educational resource (Chin, 2013). When talking about cultural differences in education is defined as a conceptual and value system that includes the beliefs and expectations, patterns, routines, behaviors and habits created and maintained by a group and that are used and modified by that group. Grouped and regulate relations between people, things and nature (Banks, 2006). It is necessary to survive as a group and facilitate communication knowledge in order to better collaborate as community and create a healthier environment surround our children. Multicultural awareness it is a hard topic to discuss, because involves a personal own believes and plays an important part in the own opinions, but as an administrator (public server) it is imperative to maintain the own believes and opinions away in order to be equitable with all.
The government though that integrated education can improve overall educational effectiveness and cost effectiveness. It can address the diversity of society and the basic needs for general schools (Norwich, 1996). The objective is to develop the potentials of every student (Education Bureau, 2014). Different scholars support the scaffolding theory and the zone of proximal development that children's learning is like building structures. If students who need some special educational needs, it can provide sufficient support and helps so that it can stimulate a person's largest potential (Wood, Bruner & Ross, 1976).
As educators we have to be familiar with this in order to create equal education opportunities for everyone. While multiculturalism is valid everywhere, multicultural education beings in schools, which ultimately reflect the community and society as well. To simplify multicultural education, Banks split it into five dimensions, which are Content Integration, Knowledge Construction, Equity Pedagogy, Prejudice Reduction, and Empowering School Culture and Social Structure. All these dimensions combine to create a more harmonious society (Banks & Banks, 1997). The overall goal of multiculturalism and multicultural education is to create educational opportunities for students from diverse racial, ethnic, and cultural backgrounds while encouraging students from those diverse groups to create a respectful and civil community that works for everyone.
Questions of abandoning or maintaining one’s home language affects education policy in all immigrant receiving nations. Because of the consequences of colonisation, migration, nation-formation, traditions of exogamy, and modernisation, some degree of bilingualism is typical of most people in the world.” Today the most advanced nations realise that they can no longer be ignorant of the languages and cultures of other people on this planet. This is why bilingual-multicultural education was initiated. It was believed that this approach will build closer ties between the students’ community, their language background, and the educational plan of the school. The students will develop pride in themselves and their heritage.
Education will most likely have a very significant effect on kids so the origin and composition of such education is extremely important. The curriculum of a child’s education, which typically includes history, literature, art and science, will likely impact the child’s perception of how the world was created, their perception of history and society and shape the way they think and function according to their experiences. Some, such as Neoliberalists believe that the group identity should be held as more important than the individual’s identity. Others, who may be considered Multiculturalist, believe that the group should focus on the individuals within the society. Each of these theories would result in a different form of curriculum and
“The Expanded Definition of Sociolinguistics is one of the uses of language in society is to build and sustain meaningful relationships among people (Spolsky, 1998)”. Multiculturalism, as the art of managing diversity, is an inclusive process where no one is left out. This is essential in effective teaching. To communicate successfully, teachers must know how to structure their own language output for maximum clarity and have strategies for understanding what students are saying. Teachers in multicultural classrooms must be open to their students and put forth the effort needed to get to know their students both inside and outside of class.