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¶ … Multiculturalism and Multilingualism in Classrooms
One cannot predict the future of multiculturalism and multilingualism in the classroom without looking at both their history and their current state. Until very recently, with its idea that America was a melting pot, American society could be classified as imperialistic. Those who were not of European descent were expected to take on the attributes of the dominant culture and assimilate into American society. This attitude permeated the schools, leaving little room for the study of alternate cultures or languages outside of the European norm.
There was a slow shift in the attitude of American society, which slowly permeated into the school system. This shift recognized the intrinsic value of other cultures and was demonstrated by a wave of new immigrants who refused to abandon their culture and language simply because they moved to America. As a result, schools began to reflect those differences as well. The first reflections were subtle and, not surprisingly focused on assimilation, such as in English as a second language classes. However, soon schools became a place where children could celebrate their cultural backgrounds by sharing customs and traditions. Second language offerings expanded beyond the European standards: French and Spanish. Furthermore, in some areas with large non-English speaking communities, core curriculum classes were offered in native languages. Finally, schools began to become more culturally sensitive on the issues of religion, striving to balance one student's right to worship with another student's right not to worship.
Given the positive move towards multiculturalism, one would anticipate a continued expansion of multiculturalism and multilingualism in the classroom. However, American society appears to be rejecting the broader notions of multiculturalism. There are several reasons for this phenomenon. The first reason is that the terror attacks of 9-11 have made many people wary of cultures, languages, and religions that they do not understand. However, a more important reason is that multiculturalism has been extremely successful and Americans are guaranteed equal treatment. It simply is not possible for a school to study all of the world's languages and cultures. As pressure increases for schools to expand those programs, there will be an instinctive reining in of the programs, in order to avoid any claims of discrimination or unfair treatment.
multicultural and a multilingual background. At home, I speak Arabic to my Palestinian-Muslim father, Polish to my Polish-Christian mother, and English to both parents when together. I speak French with my peers at the Lycee Francais de Jerusalem and Hebrew in the streets of Jerusalem. My multilingual fluency has allowed me to maximize the benefits of exposure to various different cultures and communities and it has reinforced the tremendous
working with a multinational team are turning out to be more and more obvious in the modern, linked world. However, a job like the one I work for have not caught up with this concept, thus causing a problem when it comes to teamwork. Historically, my workplace was one of the most tradition-bound corporations on the planet. It was well-known for its written and spoken rules as its no-discharge
As is stated by Bennett "When teachers accept the goal of developing competencies in multiple systems of standards of perceiving, evaluating, believing and doing, it becomes obvious that knowledge about multiple dialects and languages is part of becoming educated" (p. 297). While neither educators nor parents can magically erase all cultural and ethnic barriers and inequities, any more than they can resolve all of the communication problems created associated with
The 'use' of language while the student learns is just as important as the quality of learning provided because without functional real-life use of the English Language there is no real grasp of the language and therefore the student might learn and yet not retain that learning. There are many activities that the teacher is able to use in the learning environment that not only assist the ESL learner
Introduction Owing to contemporary trends such as globalization, refugee and migrant influx, increased social and geographical mobility, and global education dissemination, progressively more multilingual and multicultural settings have been emerging worldwide (Trisnawati, 2017). Such settings have led to the growth of bilingualism (and multilingualism) in population groups. Consequently, this research will address the subject of how bilingual persons (those who speak their native tongue, as well as the language, is spoken
general education SDAIE or Sheltered English lesson plan based on the approach described in the course Writing Effective Lesson Plan textbook in a content area of history based on both the California English Language Art Standards and English Language Development standards. This paper states appropriate goals and objectives, objectives, outcomes, rationale, describe content presentation methods, instructional strategies, learning activities, technology, assessment techniques and teaching materials. Class Description The lesson is for