The Multicultural Classroom

We have already explored the concept of culture and its various definitions and approaches. Now we will explore the various pedagogical models and concepts of multicultural and multilingual education. Bilingual and bicultural education and ESL instruction are included in these models and concepts. The Spanish-English bilingual classroom, for example, while linguistically involving the use of two languages, may include Spanish-speaking cultures and dialects from all over the world (e.g. Spain, Guatemala, Mexico, Honduras, Chile, Argentina, the United States). Today, more than often, BICULTURAL bilingual classrooms are becoming rare, especially in urban settings because there are various multiethnic Spanish-speaking communities. In a study I conducted in Chicago (1985), the bilingual classroom consisted of El Salvadorians, Chileans, Puerto Ricans, Chicanos and recently immigrated Mexicans. This is also the case in urban communities in California, New York and Florida.

Objectives:

• To introduce various models, concepts and theories of multicultural education.
• To become aware of the multifactor paradigm for multicultural education.
• To be able to describe the nature of multicultural teaching.
• To be able to describe the characteristics of an effective multicultural/bilingual/ESL school.

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  Topics

  This module has one topic. Please open the topic link below and complete the work described there.

  1. What is a Multicultural Classroom?

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  Once you have completed this module you should:
  

  Go on to Language and Culture
  or
  Go back to Cultural Component of Bilingual and ESL Instruction