scholarly journals Teaching in culturally and linguistically diverse classrooms: Turkish EFL instructors’ experience

2019 ◽  
Vol 15 (3) ◽  
pp. 1155-1170
Author(s):  
Rana Yıldırım
Keyword(s):  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Classrooms

scholarly journals Counter-effect of Refugee Movement in Culturally and Linguistically Diverse Classrooms

2019 ◽  
Vol 9 (2) ◽  
pp. 22
Author(s):  
Ekrem Solak ◽  
Betül Bal Gezegin
Keyword(s):  
Mixed Method ◽  
Linguistically Diverse ◽  
Cultural Background ◽  
Culturally And Linguistically Diverse ◽  
Cultural Perspective ◽  
Integration Process ◽  
Refugee Students ◽  
Positive Effects ◽  
Diverse Classrooms ◽  
Local Students

The presence of refugee students in culturally and linguistically diverse classrooms relatively influences thedevelopment of local students as well. Students with different languages and cultural background in a learningenvironment create a different atmosphere and may influence the attitude of local students to other languages andcultures. Therefore, this study investigated how and to what extent native students were influenced from refugeestudents in terms of linguistic and cultural perspective. The mixed method was used in this study. Quantitative datawere collected from local students in culturally and linguistically diverse classrooms through a questionnaire andqualitative data were collected from teachers teaching in these classrooms by means of interviews. The results of thestudy revealed that there were remarkable positive effects of the integration process on both sides though variousproblems emerged in diverse classrooms. The findings of this research may also (delete) give implications about theinfluence of refugee movement for other cultures.

scholarly journals Working with Linguistically Diverse Classes across the Disciplines: Faculty Beliefs

2017 ◽  
Vol 17 (1) ◽  
pp. 37-51 ◽  
Author(s):  
Jennifer E. Haan ◽  
Colleen Gallagher ◽  
Lisa Varandani
Keyword(s):  
United States ◽  
International Students ◽  
International Education ◽  
Linguistically Diverse ◽  
Faculty Members ◽  
Culturally And Linguistically Diverse ◽  
Diverse Classrooms ◽  
Faculty Beliefs ◽  
Low Levels ◽  
Responsive Instruction

The rapid growth of international students at United States universities in recent years (Institute of International Education, 2013) has prompted discussions about how best to serve this population in and out of the classroom. This article reports on faculty cognitions (Borg, 2006) regarding internationalization and the teaching of international students who are emergent multilinguals. Researchers surveyed faculty members on one campus about their beliefs regarding internationalization, techniques for instruction in culturally and linguistically diverse classrooms, and their own efficacy in teaching international students. Results indicate a theory-reality split in beliefs about internationalization and techniques for teaching international students along with relatively low levels of self-efficacy in working with emergent multilinguals. The article discusses implications for faculty-administration collaboration and faculty development in linguistically-responsive instruction.

The Role of Multi-Media in Expanding Pre-Service Teachers' Understanding of Culturally and Linguistically Diverse Classrooms and Furthering Their Professional Identities

2016 ◽  
pp. 296-314
Author(s):  
Latisha Mary ◽  
Andrea Young
Keyword(s):  
Second Language Acquisition ◽  
Student Teachers ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Linguistically Diverse Students ◽  
Diverse Classrooms ◽  
Multi Media ◽  
The Impact

This chapter details a qualitative study conducted with pre-service elementary school student teachers enrolled in a Masters course on cultural and linguistic diversity at one university teacher education institute in France. The study aimed to evaluate the impact of the course on the student teachers' understanding of culturally and linguistically diverse classrooms and questioned whether the use of multi-media resources throughout the course could contribute to fostering a greater sense of empathy towards their future culturally and linguistically diverse students. The data analysis reveals that the use of video in particular, in combination with theoretical readings, was highly instrumental in helping the students to understand the concepts linked to second language acquisition and in providing them with strategies for their linguistically and culturally diverse classrooms. The authors question whether the use of multi-media is sufficient to foster a sense of empathy in students and suggest further pedagogical interventions.

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