Maximising intercultural learning opportunities: learning with, from and about students from different cultures

2020 ◽  
Vol 29 (18) ◽  
pp. 1074-1077
Author(s):  
Kathleen Markey ◽  
Margaret Efua Sackey ◽  
Richard Oppong-Gyan
Keyword(s):  
Intercultural Competence ◽  
Culturally Diverse ◽  
Learning Opportunities ◽  
Opportunities To Learn ◽  
Intercultural Learning ◽  
Cultural Backgrounds ◽  
Diverse Classrooms ◽  
Diverse Learning ◽  
Different Cultures ◽  
Linguistic Backgrounds

Nurses continue to experience challenges when caring for culturally diverse patients and while working with staff from different cultural, ethnic and linguistic backgrounds. The widening landscape of cultural diversity in the nursing classroom provides a vehicle for intercultural learning, supporting intercultural competence development. However, students must embrace culturally diverse learning environments and maximise opportunities to learn with, from and about students from different cultural backgrounds. This requires developing the courage, curiosity and commitment to maximise all intercultural learning opportunities. Drawing on experiences of international students studying in culturally diverse classrooms, this article presents some practical suggestions for meaningfully engaging and capitalising on intercultural learning opportunities.

Research-to-Resource: Instructional Strategies for Teaching Culturally Diverse Musics in Ensembles

2020 ◽  
pp. 875512332097346
Author(s):  
Hyesoo Yoo
Keyword(s):  
Instructional Strategies ◽  
Intercultural Competence ◽  
Culturally Diverse ◽  
Opportunities To Learn ◽  
Cultural Traditions ◽  
Cultural Experiences ◽  
School Music ◽  
Research Findings ◽  
Different Cultures ◽  
Diverse Cultures

The inclusion of musics from varied cultural traditions in school music curricula has become increasingly important. Research findings indicate that providing students with opportunities to learn musics from diverse cultures can increase acceptance and appreciation of different cultures, enrich music and cultural experiences, and nurture intercultural competence. The following research-to-resource article provides eight instructional strategies for integrating culturally diverse musics into music classes more effectively. These eight strategies can help expose students to culturally diverse musics in more traditional ways and deepen their knowledge of music styles.

Iranian University Faculties and Managing Culturally Diverse Classrooms: Strategies for Peace Establishment in the Higher Education

2019 ◽  
Vol 52 (2) ◽  
pp. 234-256
Author(s):  
Parisa Badrkhani
Keyword(s):  
Higher Education ◽  
Culturally Diverse ◽  
English Language ◽  
Cultural Backgrounds ◽  
Empathy Training ◽  
Multicultural Classroom ◽  
Diverse Classrooms ◽  
Students Attitudes ◽  
Local Students ◽  
Different Cultures

There are large number of students from around the world who are planning to continue their education in the U.S. universities. They have different nationalities, cultural backgrounds, social beliefs, and so on. Moreover, the educators who are from different countries have the special cultures. This is their task to manage the culturally diverse classrooms to obtain the best results for the educational purposes. In this study, the focus was on three main issues: (a) teaching in multicultural higher education, (b) students’ attitudes toward the different cultures (especially their classmates), and (c) the strategies the educators apply in the multicultural classroom to establish peace. Five Iranian faculties who were teaching English language literature subject, in California State universities, were selected and interviewed via Skype. The results showed that they had a very positive attitude toward teaching in multicultural classrooms. The educators claimed that they apply the emotional empathy, empathy training, culturally proportional curriculum, and the structured rules for the multicultural classroom. One of them argued that holding conferences regarding the diversity is very useful, and the other one proposed that holding involuntary service, sport, and community programs for both the immigrant and the local students is considerable to make the students closer and establish the sense of peace among them.

scholarly journals Intercultural Management in Culturally Diverse Classrooms

2018 ◽  
Vol 3 (2) ◽  
pp. 69
Author(s):  
Xiaoli Jiang
Keyword(s):  
Learning Strategies ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Culturally Diverse ◽  
Classroom Culture ◽  
Cultural Backgrounds ◽  
Learning And Teaching ◽  
Self In Relation ◽  
Diverse Classrooms ◽  
Teachers And Students

Globalisation and internationalisation have brought culturally diverse classrooms into universities and schools worldwide. There are increasing opportunities for culturally diverse teachers and students to interact and learn from each other. This paper investigates the changes that occur when classrooms are managed by teachers with different cultural backgrounds from that of their students, utilising observations and interviews. The research indicates that when people from both collective and individualist cultures are in the same classroom, the different dynamics require adjustments from at least one cultural group to achieve desirable learning outcomes, in particular from the teacher. This is largely due to, in individualistic and collective cultures, teachers having different roles associated with their respective power structure and social hierarchy caused by various ways of establishing and maintaining individual self-esteem and perceiving self in relation to others. It would appear that the changes are engineered by a teacher’s desire to allow students to learn more effectively and teachers’ belief as to what are effective teaching and learning strategies. However, the changes are also accompanied by many challenges and personal growth on the part of the teachers. Bridging cultural differences should never been taken for granted. Should teachers reflect deeply and adjust to changes in classroom culture, the learning and teaching experiences can be both enriching and enlightening. Intellectual challenges and reflections on different home and host cultural assumptions are required when managing students who are from dissimilar cultural backgrounds.

Utilizing Collaborative Teacher Inquiry to Enhance Daily Teaching Practices in K-12 Classrooms

2021 ◽  
Vol 4 (1) ◽  
pp. 17-29
Author(s):  
Kristin A. Kurtzworth-Keen ◽  
Kelly A. Harper
Keyword(s):  
Professional Development ◽  
Culturally Diverse ◽  
Linguistic Diversity ◽  
Learning Opportunities ◽  
Teacher Inquiry ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Diverse Classrooms ◽  
Teacher Professional ◽  
K 12

This article describes an inquiry-based research study focused on teacher professional development and utilizing evidence-based practices in everyday teaching to enhance learning opportunities for students in linguistically and culturally diverse classrooms. During a year-long professional development series entitled Embracing All Children: Addressing Cultural and Linguistic Diversity in Our Schools teachers were provided with an inquiry-based framework to apply evidence-based practices presented during professional development sessions into their daily teaching. Teachers gained knowledge of evidence-based practices during monthly sessions while simultaneously participating in collaborative teacher inquiry research groups. The teachers applied new instructional methods in their daily practices while utilizing an inquiry-based action research model to monitor and self-evaluate the effectiveness of their teaching. The findings suggest professional development paired with ongoing opportunities for collaborative teacher inquiry can move evidence-based practices into everyday teaching.

scholarly journals Linguistic aspects in intercultural communication (IC) practices at a higher education institution in Indonesia

XLinguae ◽  
2021 ◽  
Vol 14 (2) ◽  
pp. 76-91
Author(s):  
Sukardi Weda ◽  
Haryanto Atmowardoyo ◽  
Fathu Rahman ◽  
Andi Elsa Fadhilah Sakti
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
English Education ◽  
Education Institution ◽  
State University ◽  
Cultural Backgrounds ◽  
Study Program ◽  
Communication Practice ◽  
Different Cultures ◽  
Linguistic Backgrounds

This study aimed to investigate intercultural communication practice in higher education in Indonesia. Participants (N = 77) were graduate students from the English Education Study Program, State University of Makassar (Males = 16 (20.78%) and females = 61 (79.22%)). The participants ranged in age from 21 to 50. The study found that cultural diversity is important in the EFL classroom, and the students respect other students from different cultures and linguistic backgrounds. The students also claim that intercultural communication is a basic aspect of teaching English in the EFL classroom. Interestingly, intercultural communication can be established properly if all students from different cultural backgrounds respect each other. They feel closer to their classmates regardless of their cultural identity. They find it easy to interact with other students from different cultures and linguistic backgrounds. In classroom discussions, the participants did not look at the cultural background of the group participants.

Translanguaging as a Pedagogical Practice for Successful Inclusion in Linguistically and Culturally Diverse Classrooms

2022 ◽  
pp. 422-448
Author(s):  
Isaak Papadopoulos
Keyword(s):  
Culturally Diverse ◽  
Immigrant Students ◽  
School Context ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Cultural Backgrounds ◽  
Intercultural Awareness ◽  
Diverse Classrooms ◽  
Observation Protocols ◽  
Authentic Interaction

The research was developed and implemented to investigate the attitudes and views of both Greek and immigrant students with regard to performing translanguaging and its role in their communication, as well as in enhancing their intercultural awareness and sensitivity, in an attempt to explore whether translanguaging can lead to a successful inclusion of students with different linguistic and cultural backgrounds at school. To clarify it more, the research focused on investigating whether translanguaging improved and enhanced 1) students' interaction and 2) collaboration on joint projects/tasks within and outside the school context. The researcher made use of 1) semi-structured interviews with students, while 2) special observation protocols were used by the researcher to record authentic interaction and communication of students and teachers in practice and to explore trends towards raising intercultural awareness and sensitivity in environments that encourage translanguaging.

Recognizing and leveraging the bilingual meaning-making potential of young people aged six to eight years old in one Australian classroom

2018 ◽  
Vol 20 (2) ◽  
pp. 296-326 ◽  
Author(s):  
Jacqueline D'warte
Keyword(s):  
Young People ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Learning Opportunities ◽  
Language Practices ◽  
Diverse Classrooms ◽  
Linguistic Backgrounds ◽  
Learning Analysis ◽  
Academic Content

Although unevenly distributed, many Australian classrooms are increasingly diverse and include young people from a wide variety of cultural and linguistic backgrounds, young people who speak many different languages and dialects of English. These diverse classrooms offer rich and exciting teaching and learning opportunities and require innovative pedagogies that bolster the abilities of educators to draw upon young peoples' transcultural and translingual competencies. This paper details curricula and pedagogies employed in a classroom with six- to eight-year old children newly arrived in Australia. In this classroom, children were positioned as ethnographers of their own language practices; language repertoires were recognized, validated and treated as resources for learning. Analysis centres on the relevant connections made between academic content, children's experiences and the promotion of children's identities as bilingual meaning-makers.

scholarly journals Strength-Based Approaches to Meeting Culturally Diverse Student Needs

2021 ◽  
pp. 81-91
Author(s):  
Rose M. Ylimaki ◽  
Lynnette A. Brunderman
Keyword(s):  
Culturally Diverse ◽  
Culturally Relevant Teaching ◽  
Student Centered ◽  
High Expectations ◽  
Strength Based ◽  
Diverse Student ◽  
Successful School ◽  
Pedagogical Relations ◽  
Different Cultures ◽  
Linguistic Backgrounds

AbstractA strengths-based approach to education is essential for successful school development in culturally diverse schools. Chapter 7 reflects that education lies in the pedagogical relations and provocations into the self-realizations and growth of young people. In this arena, provocation refers to intentions to provoke thoughts, ideas, and actions that help students to learn and grow. A provocation should be grounded in the child’s cultural background strengths. We explicitly worked with school teams to recognize the equal value of different cultures in their students’ ethnic and linguistic backgrounds and to lead in culturally responsive ways with regards to pedagogy, curriculum, data-analysis, education and community engagement. We drew on research to include positive perspectives of parents and families, communication of high expectations, learning within the context of culture, student-centered and culturally mediated instruction, reshaping the curriculum, and teacher as facilitator. Thus, culturally relevant teaching requires teachers to embrace diversity, build on strengths, and recognize that students learn in a variety of ways. It is the job of the leader to help teachers gain an understanding of those cultures, and how to incorporate that into their classrooms. Sample activities and case studies expand the concepts.

scholarly journals Differing Perspectives of Learning and Teaching in Culturally Diverse Postgraduate Classrooms: A Qualitative Descriptive Study.

2020 ◽  
Author(s):  
kathleen markey ◽  
Margaret M Graham ◽  
Dympna Tuohy ◽  
Jane McCarthy ◽  
Claire O’Donnell ◽  
...  
Keyword(s):  
International Students ◽  
Learning Environment ◽  
Cultural Diversity ◽  
Intercultural Competence ◽  
Culturally Diverse ◽  
Descriptive Study ◽  
Postgraduate Student ◽  
Intercultural Learning ◽  
Postgraduate Students ◽  
Qualitative Descriptive

Abstract Background:Higher Education Institutes are experiencing a widening cultural diversity of student populations and campus communities. With expanding globalisation, growing international education initiatives and increasing incoming international postgraduate student numbers, the cultural diversity of the classroom will continue to magnify. The expanding diversity of the student population provides a fertile environment for intercultural learning and can support the development of intercultural competence if structured and facilitated appropriately. However, meeting the individual and collective needs of postgraduate students in a widening culturally diverse learning environment is not without its challenges. A greater understanding of factors that enhance and constrain quality and inclusive learning in culturally diverse classrooms is required as a means of identifying structures, supports and educational approaches needed. The purpose of this study is to describe the perceptions and experiences of students (home and international students) and faculty of learning within a culturally diverse postgraduate programme, delivered through blended learning approaches. Methods: This qualitative descriptive study explored and triangulated data from three data sets. This approach guided the exploration of experiences of faculty and students (both home and international students) in capturing detailed descriptions of perspectives and experiences of learning in culturally diverse environments.Results: Three themes were generated from the data, namely representing students (both home and international students) and faculty participants’ perspectives of learning in culturally diverse environments: early apprehension, cautious engagement and shared acceptance. Conclusions: This study highlights the multifaceted responses of teaching faculty and students to cultural diversity in the learning environment, adding new dimensions to the existing discourse on intercultural learning and development. It illuminates the individuality of participants' learning experiences and draws attention to the complexities associated with meeting individual and collective learning needs of postgraduate students who come from diverse cultural, linguistic, educational and clinical experience backgrounds. However, this study illuminates how perceptions of cultural difference can also impact on learning behaviours and cohesive learning. Creating positive intercultural inclusiveness, culturally responsive teaching and nurturing capacity to see differing perspectives, oneself and others in more inclusive ways is essential in supporting quality postgraduate student learning.

Sign in / Sign up

Export Citation Format

Share Document