Teachingand learning in bilingual and Multicultural schools
Teachingand Learning in Bilingual and Multicultural Schools
Itis not possible to teach students in the same way because theirexperiences and cultures influence how they interact with their peersand teachers. Different students have different skills, experiences,and needs that should be recognized in developing educationalprograms. Multicultural education is used to incorporate equality ineducation and diversity in education. In this case, equality makessure that all students receive the same benefits regardless of theirlingual or culture. In modern education, the society is changingrapidly, which has resulted in an increased number of languages inthe education system. As such, educators should note that not alltheir students are predominant English speakers. It is important foreducators and school leaders to know how they can accommodate themultilingual students in their schools.
Coelho,E. (1998). Getting Started in the Multicultural School. In Teachingand learning in multicultural schools: An integrated approach.Clevedon, Angleterre: Multilingual Matters.
Inthis chapter of the book, the Coelho gives very elaborate and usefulinsight on getting started in a multicultural school. The authorstates that it is important to welcome new students in amulticultural and multilingual school in a way that is sensitive totheir cultural and linguistic backgrounds. This chapter gives tips onhow new students in the multilingual schools should be received andoriented to the school services, including the strategies for initialplacement and assessment. The author also describes methods in whichteachers can support students learning the English language as theirsecond language. Coelho further suggests means in which schooladministrators and teachers can evaluate whether their schools arewelcoming the new students in a good way and whether they providestudents with a good and supportive environment for them to learn.This knowledge should play an important role in developing curriculumand teaching strategies for schools in a multicultural setting.
Elfers,A.M. & Stritikus, T. (2013). How School and District LeadersSupport Classroom Teachers’ Work with English Language Learners.EducationalAdministration Quarterly50(2):305-344
Inthis study, Elfers and Stritikus analyze how different district andschool leaders develop systems that support classroom teachers whosework include dealing with students from diverse lingual. The articleuncovers the intentional supports put by different leaders forteachers to teach in such a classroom setting, including explaininghow the effort can help in the broader learning and teaching effort.Elfers and Stritikus conducted a qualitative case study that servesdifferent populations of students using English as the secondlanguage and uses the collected data to suggest instructionalimprovements. They examine how district and school leaders can focuson helping the teachers give instructions that help in responding tochildren with English Language Learning needs. The study focuses onhow teachers dealing with English learners can get help from theschool administration. The findings are useful especially for Englishteachers and education administrators when developing curriculum andteaching strategies for English language learners.
Sulivan,B., Hedge, A.V., Ballard, S.M., & Ticknor, A. (2014).Interactions and relationships between kindergarten teachers andEnglish language learners. JournalEarly Child Development and Care,Volume 185, 2015 – Issue 3
Thisstudy focuses on the importance of teachers and educators indeveloping programs to prepare to serve the increasing number ofstudents who require specialized attention. According to Sulivan andhis co-authors, the teachers should assume the responsibility fordealing with such students. They focus on how the nativeEnglish-speaking teachers deal with children who use English as asecond language. Additionally, they seek to ascertain whether theNative-English speaking teachers interact differently with studentlearning English within their classrooms. The design of the study isunderpinned on different theories such as Bronfrenbrenner’secological systems theory and Vygotsky’s sociocultural theory todetermine the relationships of different teachers with the EnglishLearning students and the process quality of the classroom. From thefindings of the study, teachers relate differently with childrenusing English as their native language and children using English asa second language.
Thetremendous increase in the number of culturally and linguisticallydifferent students means that teachers and school districts shouldnot ignore the need for changing their instructional and teachingprograms to accommodate these groups. For instance, the schooldistricts should expand the bilingual education to provide thestudents with low proficiency in English with their educationalneeds. The affective and cognitive development should be put at thebase of the multicultural and bilingual program, where the programshould aim at integrating and teaching these children. The programshould also aim at maintaining the culture and native language ofthese children in school.