In the last century, there has been an increase in global mutual acceptance of opposing views and different cultures – though arguably, there is still a long way to go. Specifically when it comes to America, it is crucial that multicultural education exist with the increasing number of students who speak a second language and come from somewhere else. Diversity exists even within mainstream society and students need to have the communication life skills that multicultural education promotes.

Teaching in a Multicultural Society

So what does all this talk about multiculturalism really mean in the contemporary classroom? What can teachers do to make sure they practice pedagogical individualism and promote the diversity that exists in society as a whole? Since each classroom is different, each approach will be varied as well. Some important common ground when it comes to multicultural teaching should include:

Careful observation. David Kolb created a four-step model for really understanding the needs of a particular student group. He starts with concrete experience, adds reflective observation and then moves to abstract conceptualization and active experimentation. In other words, multicultural education cannot be taught in a textbook. It must be developed by each educator based on a particular student group.

Learning style guidance. Teachers can help students discover their academic strengths by helping them discover their own learning style. In this way, students discover what method of comprehension works best for them based on their own backgrounds and personalities. If educators make this learning style quest a class project, an inherent lesson in multiculturalism is taught.

Pride in heritage. Educators should look for ways to emphasize the differences between students in a positive light. This might mean writing essays on family background or partnering with other students to help each other develop projects that accent the culture of the other. This can include prompts that look back on family history for generations, or could ask students to look at their current family setup.

There are scores of ways that educators can approach multiculturalism in K-12 classrooms but the first step is recognizing its importance. For today’s students to experience lifelong success on the global scale, educators must recognize the need for multiculturalism in pedagogy.

How do you adjust to and promote multiculturalism in your classrooms?

Link to the online article. 

“I focused on the aspect of reading English and on getting them on grade level (to have the reading skills required in the grade they were in) and then they’re going to be successful… When the teachers have a positive feeling about students, the students feel it and they move forward,” she said.

Over the years she has met some of the children she taught, and who are now working adults.

Some time ago she got a friend request on Facebook from a young man and she did not accept it.

He then sent her an e-mail identifying himself as a student from the class of 1993. He told her he had become the sales manager of the biggest tequila company in Mexico and spoke perfect English during his travels.

Such success stories are encouraging to Elizabeth Pisani, a coordinator within the Education Ministry.

The ministry had to ensure that the plan being drawn up would offer a holistic approach to the realities faced by the immigrant children who were in Malta, she said.

Some, from war-torn countries like Libya and Syria, were “shell-shocked” and had seen atrocities no one their age should experience. Apart from facing the language barrier, some children did not have any experience of schooling.

“We need to teach them the basics such as why the bell rings – that it’s not because there is an emergency,” she said. …

Breaking that cycle and recognizing the integral role of mother-tongue based multilingual education (MTB MLE) in the Education for All (EFA) process will be the primary focus of a major international conference being held by UNESCO Bangkok from 6-8 November, 2013.

Thai Deputy Prime Minister Phongthep Thepkanjana will deliver the welcoming speech at the 4th International Conference on Language And Education: Multilingual Education for all in Asia and the Pacific – Policies, Practices, and Processes, which will be held at Bangkok’s Imperial Queen’s Park Hotel.

Other top policy-makers and non-governmental organization representatives from around the region and beyond will discuss successes and challenges in implementing MLE programmes in their countries. Experts in the field from international universities and think-tanks will also share their research and insights.

The event is the fourth in a series of international conferences organized by the Asia Multilingual Education Working Group (Asia MLE WG) that aims to build national and local capacity in designing, implementing and monitoring MLE programmes in the region.

Four thematic tracks will be featured at the conference: Multilingual education: What and Why: Towards Sound MLE Policy: Language and Language-in-Education Policy and Planning in Asia and the Pacific; Delivering Quality and Inclusive MLE: Teachers, Pedagogy and Innovations; and Measuring Impact.

The conference aims to strengthen momentum for MLE in the region and serve as a platform for a forward-looking debate that can help shape inclusive and progressive education policies for the post-2015 agenda.

The Event:4th International Conference on Language and Education: Multiple Education for All in Asia and the Pacific – Policies, Practices and Processes.
When: 6-8 November 2013.

Bangkok

Online source.