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The Importance Of Multicultural Education

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ESOL teacher’s beliefs and attitudes frame pedagogical approaches in multicultural classroom based on their personal lived experiences, which helps to shape a language teacher identity role, as well as well as their beliefs and attitudes about multiculturalism (Farrell & Bennis, 2009; Yoshihara, 2012; Maasum, Maarof & Ali, 2014; Barrot, 2016; Pennington & Richards, 2016). In addition, a teacher’s beliefs and attitudes “toward multiculturalism are manifested in areas like teacher-student interaction, attention given to students, expectation of students’ achievement, conflict resolution, teaching materials selection and many other aspects” (Maasum, Maarof & Ali, 2014, p. 102). More importantly, a teacher’s beliefs and attitudes towards multicultural education could have a direct effect on the success or failure of the multicultural classroom and its students (Maasum et. al, 2014). A successful multicultural classroom could be classified as having a teacher who is culturally responsive. A culturally responsive teacher is aware of the “cultural characteristics, experiences and perspectives of ethnically diverse students as conduits for teaching them more effectively” (Maasum, Maarof & Ali, 2014, p. 103). In addition, a culturally responsive teacher knows the importance of incorporating ethnic and cultural diversity content into the curriculum and instruction, they are adept at building strong ties in diverse communities, and they are efficient at delivering instruction to

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