The Null Curriculum: A Positive Impact on Multinational Classes

Fatma Ozgul Aribas

Abstract

This article discusses the positive impact of the null curriculum on multinational classes. The
null curriculum refers to what is not explicitly taught in schools, but what is learned through
interaction with peers, teachers, and the environment. In multinational classes, the null
curriculum can promote cross-cultural communication and understanding, critical thinking
and reflection, exploration and learning about different cultures, tolerance and respect for
diversity, and social and emotional skills development. Teachers can leverage the null
curriculum to create a more inclusive and welcoming learning environment that benefits all
students and prepares them for success in today's global society.

INTRODUCTION

As Wilson (2015) ,suggested Curriculum development has always been a matter of concern for
educational institutions, and it is one of the most important areas in language teaching and
learning. The concept of curriculum can be perceived as a connective link between teacher and
student, organised in such a way to achieve goals previously set by the teacher, the learning
organisation or by the curriculum specialists. The above definition, of course, does not cover all
the meanings of curriculum, especially when we think of them in a variety of contexts and
situations where different goals and objectives need to be pursued.

Multicultural and multinational classes, the null curriculum can have a positive impact on
students. The null curriculum refers to what is not taught in schools or in the classroom, but what
is learned through experience or interaction with peers, teachers, and the environment. In
multinational classes, the null curriculum can be a powerful tool to foster respect, understanding,
and acceptance among students from different cultures and backgrounds.

One of the most significant positive effects of the null curriculum in multinational classes is the
promotion of cross-cultural communication and understanding. By recognising the cultural
differences and similarities among students, teachers can encourage them to communicate and
interact in ways that are respectful and inclusive. This can help to break down barriers and
promote a sense of belonging and community among students from diverse backgrounds.

The null curriculum can also promote critical thinking and reflection in multinational classes.
Students can be encouraged to question their assumptions and beliefs about different cultures and
to reflect on the impact of their actions and words on others. This can help to develop empathy
and understanding among students and can lead to more harmonious and productive interactions
in the classroom.

Furthermore, As Yang argued (2016),the null curriculum can encourage students to explore and
learn about cultures and traditions that are not typically taught in the classroom. Students can
share their own experiences and knowledge about their cultures, and teachers can facilitate
discussions and activities that promote cultural exchange and understanding. This can broaden
students' perspectives and promote curiosity and interest in learning about different cultures.

In multinational classes, the null curriculum can also be a tool for promoting tolerance and
respect for diversity. By recognising and valuing the differences among students, teachers can
help students to develop an appreciation for diversity and to become more accepting of others
who are different from themselves. This can help to create a more inclusive and welcoming
learning environment, which can benefit all students.

MY PERSONAL EXPERIENCE

As a language teacher ,I had the opportunity to work as a Turkish Language and Culture Teacher
in London for 5 years.I used to teach Turkish and Turkish Culture to Turkish and Kurdish
society who were immigrants in London.My lessons were usually held in Supplementary
Schools at the weekends or as club hours in mainstream schools during the weekdays.As we
were appointed by the Turkish Ministry of Education,the curriculum that we were applying was
officially prepared by the Turkish Ministry of Education mainly focusing on the cultural and
historical issues of Turkiye.It was of great importance to emphasise the national days,to
commemorate or celebrate.We used to make our students memorise some patriotic poems to
perform on special days such as ‘Children’s Day,Gallipoli Wars,etc.’ which were included in our
official curriculum.However the Supplementary School Administrators would want us to avoid
using such poems which had the words like ‘dusman,Ingiliz,etc’ in order not to offend the British
Society,as our students were sharing the same desk,class,school with their British friends.In
order not to interfere with the positive atmosphere created by the children,we wouldn’t include
such kind of poems or information in our classes.In other words ,we used to avoid or ignore an
activity or a topic which was officially in our curriculum for the sake of our students’ comfort
and wellness.In my opinion,this action which was taken by us represents a positive effect of null
curriculum and contributes to create o more inclusive and welcoming learning environment.

CONCLUSION

Finally, the null curriculum can promote the development of social and emotional skills in
multinational classes. By encouraging students to communicate, reflect, and learn about different
cultures, teachers can help students to develop important social and emotional competencies,
such as empathy, self-awareness, and social awareness. These skills are critical for success in
today's global society and can help students to become more effective and responsible global
citizens.

In conclusion, the null curriculum can have a positive impact on multinational classes by
promoting cross-cultural communication and understanding, critical thinking and reflection,
exploration and learning about different cultures, tolerance and respect for diversity, and social
and emotional skills development. Teachers can leverage the null curriculum to create a more
inclusive and welcoming learning environment, which can benefit all students and prepare them
for success in today's global society.
REFERENCES

Wilkinson, M. L. N. (2014). The concept of the absent curriculum: The case of the Muslim

contribution and the English National Curriculum for History. Journal of Curriculum

Studies, 46(4), 419. https://doi.org/10.1080/00220272.2013.869838

Wilson, L. O. (2015). Types of curriculum. The second principle. Retrieved from

http://thesecondprinciple.com.

Yang, J. (2016). The study of teacher education curriculum reform from the perspective of

null curriculum. Journal of Curriculum Studies, 11(2), 1-17.

https://doi.org/10.3966/181653382016091102001.