Multilingual and Multicultural Classrooms

 Multicultural education is an interesting and important topic for teachers. As its heart is a deep
concern about equity, respect for diversity, cultural literacy, and fair treatment for everyone in
school.
 It seeks to create equal educational opportunities for all students, including those from different
racial, ethnic, and social-class groups.
 Multicultural education does not only concern itself with cultural minority groups and
indigenous people. Multicultural education is for every learner in school. Given the growing
diversity of the contemporary society, it is critical for teachers to become culturally literate and
instructionally effective in teaching a culturally diverse class.

Multicultural education does not only concern itself with cultural minority groups and
indigenous people. Multicultural education is for every learner in school. Given the growing diversity
of the contemporary society, it is critical for teachers to become culturally literate and instructionally
effective in teaching a culturally diverse class.

Learners are different in terms of language, religion, ethnicity, belief, nationality, andculture.

Learners are different in terms of language, religion, ethnicity, belief, nationality, and culture.
This holds true in the Philippines where there are more than 107 ethno-linguistic groups. Each learner in
class may be a member of a different cultural group, attends a different church, speaks a
different language, or behaves differently.

Every day, they bring these diversity and individual differences in the classroom. Teachers are
challenged to use pedagogical approaches that are culturally relevant and responsive. They are
encouraged to develop instructional materials and curriculum models that are culturally inclusive.

The country is also host to a growing number of foreigners who visit the country to study inPhilippine
schools. Many have come to study English or some have parents doing business
orassigned to work in the country. Aside from these, there are also Filipinos who were born from
foreigndescent-like the Filipino-Chinese, Filipino-Americans, Filipino-Spanish, and many others-
who wereborn here and have decided to stay in the country.

The cultural diversity in our country demandsall teachers to be equipped and empowered to address the
needs of a culturally diverse classroom.It is important for teachers to promote equity, fairness, and
respect among students.

Another big issue and challenge in multicultural settings is language. Language plays an important
role in the teaching and learning process. In real life, education and society are inseparable. Education is
a social activity that is important for all human beings. Various ideas and skills are transmitted and
developed using the language of the people. Dewey (2001) elucidates that language instinct is the
simplest form of social expression of the child. Hence, it is the greatest of all educational resources that
is innate to the child and can be used in learning. Language has been recognized as an important
tool in theproduction of knowledge and the development of culture because of its power to epitomize
reality. It is believedthat learners create and construct meaning based on their experiences
and use their first language inunderstanding and processing ideas

Given that the Philippines is a country of many local languages, the Department of Educationhas
recently implemented the Mother Tongue-based Multilingual Education in its K-12 educationprogram.
This enables teachers to use the first language of the learners to be the medium of instruction
fromKindergarten up to Grade 3. Filipino and English- language proficiency is developed from these
levels but verygradually. The mother tongue is used in instruction and learning materials of other
learning areas. Through thisprogram, learners are hoped to retain their ethnic identity, culture, heritage,
and values. Theories and researchesalso confirm that children learn better and are more active in class
and learn a second language even faster whenthey are first taught in a language they understand.

Based on the innovative literacy efforts documented in the IK Notes (Leautier, 2004), the use ofteaching
materials based on local language tends to result to higher literacy rates. It is not only more effective,but
it also underscores the value of cultural norms and practices in the development, planning,
andimplementation of the science curriculum. Using the local language also gives meaning and context
to a lotof ideas learned in school.Furthermore, using the local language for teaching and learning is one
way to promote the understandingof various concepts in a particular socio-cultural perspective
and context. This kind of situated pedagogyincreases the chance for learners to feel ownership of
their education and reduces the conditions that hinder theiracquisition and learning of various
knowledge and processes. Understanding the context (personal, cultural, andenvironmental) is
important and using the local language is vital in teaching and learning. Vygotsky (1962)explains that
language plays a crucial role in forming abstract concepts, and these abstract concepts, according
toBanks and Thompson (1995), are critical to the development of some disciplines. Therefore, language
really playsan important role in developing ideas

There are several instructional strategies that can be used in addressing cultural diversity inthe
classroom. The following are examples of the things that can promote the cause of
multiculturaleducation:

1. Content Integration - Cultural practices, cultural values, history, and respect for
culturaldiversity can be integrated in the various contents of the subjects taught in basic education

Cultural Immersion - Students can be immersed in different cultures. This will allow studentsto observe
the life of other people and to have a firsthand experience of their culture and values.

3. Celebrating Cultural Diversity - Similar to what is done in the UN Month Celebration and inthe Linggo
ng Wika, students can experience and enjoy different cultural dance, folk literature, music, visual arts,
and costumes.
4. Culture Responsive Pedagogy - Teachers use pedagogical methods, approaches,
andtechniques that respect the cultural values, mindset, and practices of learners.5. Teaching Local
Culture - Teachers will introduce local culture to students through lectures,fora, and symposia.6. Using
the Local Language as Medium of Instruction - Teachers need to support theimplementation
of the Mother Tongue-Based Multilingual Education (MTB-MLE) program of theDepartment of
Education. They should help in the development of instructional materials forteaching local language
and culture to the students

The Philippines is also home to various indigenous groups. The Philippine 1987 Constitutionencouraged
the state to provide an education that is relevant to their culture and indigenouspractices
of these indigenous people.

Pawilen (2013) identified several approaches that can be used tointegrate indigenous knowledge in the
curriculum.

1. Real-life Story Model - Indigenous knowledge is embedded in the daily life experience ofyoung
children as they grow up. They live and grow in a society where indigenous knowledgeis interwoven into
the lives of people. Parents or old folks serve as teachers, and the lessonsare related to the values
and struggles of people. Their views about nature and theirreflections on their experiences in
daily life can be seen in their literature, art, and music.

Drake (1998) originally proposed the idea to use stories called "story model" whichdevelops
a personal, cultural, and global story as the context for any topic to be learned

2.Problem-based Approach - Learners are exposed to different lessons in problem- solving. Bydoing
problem-solving activities, learners are exposed to practical situations or issues that areimportant to
them and to their community.

3. Inviting Local Folks and Community Leaders as a Resource Person in School – Thisallows community
leaders and elders to share their knowledge and wisdom to the students.

4. Developing Instructional Materials for Teaching Indigenous Knowledge – Teachers candevelop

modules, worksheets, and learning kits that will help introduce local history,community
values, and indigenous knowledge of the community to the learners

Why do we give significance to the multilingual and multicultural classroom?

A classroom that welcomes a multilingual atmosphere is more likely to produce children who
understand that to be equal to someone, doesn't mean they have to be the same as them. Multilingual
instruction fosters meaningful diplomacy, by growing children's appreciation of different cultures and
meaning-making systems.

What is the example of of multicultural classroom?

For example, students who are not proficient in the English language may learn in bilingual settings and
read bilingual texts, and they may receive comparatively more instructional support than their English-
speaking peers so that they do not fall behind academically or drop out of school due to language
limitations