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Teaching in Multilingual N Multicultural Classrooms

The document discusses teaching in multilingual/multicultural classrooms. It notes that language and culture are intertwined, and the lingua franca (common language) enables communication but also cultural connections. These connections allow multilingual students to engage socially and participate actively in the classroom. The document then addresses some of the challenges that teachers and students face in multicultural environments like New York City, as students learn English as the lingua franca while having an intercultural educational experience to become global citizens.

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62 views

Teaching in Multilingual N Multicultural Classrooms

The document discusses teaching in multilingual/multicultural classrooms. It notes that language and culture are intertwined, and the lingua franca (common language) enables communication but also cultural connections. These connections allow multilingual students to engage socially and participate actively in the classroom. The document then addresses some of the challenges that teachers and students face in multicultural environments like New York City, as students learn English as the lingua franca while having an intercultural educational experience to become global citizens.

Uploaded by

Baby Panda
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Teaching in Multilingual/Multicultural Classrooms

Abstract

Language and culture are inseparable entities forming an interdependent relationship within the
multilingual classroom, which is both a melting pot of languages as well as a myriad of cultural
backgrounds. In learning a common language, known as “lingua franca,” in the multilingual classroom,
culture plays a critical role since the lingua franca makes communication possible between language
teachers and multilingual students. Cultural connections and effective communication enables these
students to engage in social and interactive activities and allows them to become active participants of
the multilingual classroom. This chapter addresses some of the major intercultural challenges that both
teachers and students of multilingual classrooms currently face within the “cultural jungle” of New York
City. These multilingual students are simultaneously learning English as the lingua franca and
participating in an intercultural educational experience in order to become linguistically and
interculturally competent global citizens.

Introduction

Every language is part of a culture. There is a very close relationship between

language, culture, and worldview; one cannot exist without the others in an era

where the doors of the world are progressively opening for global citizens, and as a

result, these various cultures continuously blend together. Due to the political and 2

Intercultural Challenges of Teaching in Multilingual/Multicultural Classrooms

socio-economic changes of our globalized world, more people can cross the borders

of their own countries and become global students, nomads, tourists, and employees

(Romanowski, 2017). When this happens, people must learn to cooperate with one

another and therefore, communicate with one another. When we interact with people

from other cultural communities, we are interacting with other cultural worldviews.

This interaction is deeply tied to hidden networks of meanings, values, and expectations

that we still do not fully know or comprehend. So, how can we learn a new culture

while communicating with one another? If we do so, does that mean we need to

give up and replace our existing culture to ‘fit in’ to the new culture? These are just

a few questions we might have while learning a new language, living and working

in another cultural environment, as well as facing intercultural learning challenges.


The population of English Language Learners is growing faster than ever in recent years as one out of
every six school-age children use a language other than English at home (Diaz-Rico & Weed, 2006).  Our
classrooms are changing; racial, cultural and linguistic diversity is increasing and with it the importance
of encouraging tolerance, self-esteem and fostering bilingualism.

A child’s early years determine if that child will become open or fearful of people who are different. 
Childhood environment many times will determine if they learn to appreciate or become ashamed of
their culture and heritage and it lays the groundwork for children to become bilingual or lose their home
language.  Preschool will probably be the first group environment outside the home for most children
and it is an early childhood teacher’s responsibility to lay the groundwork by fostering an inclusive and
respectful classroom.

Cultural identity is strongly tied to linguistic identity. If the home language is lost so are the ties to home
and the relationships to family and friends.     As educators, we have the power to determine whether
students feel included or excluded in our schools. By bringing students’ languages from their homes into
the classroom, we validate their culture and their history.

Reflection

In conclusion, the list of intercultural challenges in teaching in a multicultural

classroom as unique as New York City’s superdiverse classrooms are, is quite lengthy

and extremely challenging. Therefore, there is still much to do in the field in order to

Intercultural Challenges of Teaching in Multilingual/Multicultural Classrooms

develop a more knowledgeable, culturally responsive, global world for our diverse

students. What language teachers need to do to create intercultural dimensions in

their classrooms is not acquire more knowledge of other cultures or countries, but

actually gain a wide range of knowledgeable skills that can be implemented in the

multilingual/multicultural classrooms during their every day practices. Teachers

should implement their knowledge-based expertise while simultaneously promoting

an anti-bias environment. The acceptance of all language learners regardless of

their cultural, educational, and social-emotional background is key. Educators

must continue to take risks by recognizing their own thoughts and feelings about

cultural differences; as well as their recognition of worldviews and other cultures.

The values, beliefs and behaviors they embody will be the only way that educators

will be able to face today’s intercultural challenges with success


Based on numerous studies, evidence supports that upholding and reinforcing a child’s home language
early on and specifically developing early literacy skills in a child’s home language better supports later
academic outcomes in English.

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