Multilingual and Multicultural Classrooms

Multilingual classroom – is a classroom with learners having more than one language at their
disposal (irrespective of level of competence), including learners from migrant backgrounds,
such as first- and second-generation and newly-arrived immigrants and refugees.
Multicultural classrooms – are classrooms that embrace diversity and incorporate ideas, beliefs,
or people from different countries and cultural backgrounds
Multicultural education
Its heart is a deep concern about equity, respect for diversity, cultural literacy, and fair
treatment for everyone in school.
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,

and culture.

This holds true in the Philippines where there are more than 107 ethno-linguistic
groups.

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 cultural diversity in our country demands all 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.

Language plays an important role in the teaching and learning process.

 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.
 Language has been recognized as an important tool in the production of
knowledge and the development of culture because of its power to epitomize
reality.
  Given that the Philippines is a country of many local languages the Department
of Education has recently implemented the Mother Tongue-based Multilingual
Education in its K-12 education program.
 This enables teachers to use the first language of the learners to be the medium
of instruction from kindergarten up to Grade 3. Filipino and English- language
proficiency is developed from these levels but very gradually.
 Through this program, learners are hoped to retain their ethnic identity, culture,
heritage, and values.
 Theories and research also confirm that children learn better and are more
active in class and learn a second language even faster when they are first taught
in a language they understand.
 Understanding the context (personal, cultural, and environmental) 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 to Banks and Thompson
(1995), are critical to the development of some disciplines. Therefore, language
really plays an important role in developing ideas.
Several instructional strategies that can be used in addressing cultural diversity in the
classroom.

1. Content Integration - Cultural practices, cultural values, history, and respect for
cultural diversity can be integrated in the various contents of the subjects taught in
basic education
2. Cultural Immersion - Students can be immersed in different cultures. This will allow
students to 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 in the 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, and techniques 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 the implementation of the Mother
Tongue-Based Multilingual Education (MTB-MLE) program of the Department of
Education. They should help in the development of instructional materials
forteaching local language and culture to the students.

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

1. Real-life Story Model - Indigenous knowledge is embedded in the daily life experience of young
children as they grow up. They live and grow in a society where indigenous knowledge is
 interwoven into the lives of people. Parents or old folks serve as teachers, and the lessons are
related to the values and struggles of people. Their views about nature and their
reflections on their experiences in daily life can be seen in their literature, art, and music.
2. Problem-based Approach - Learners are exposed to different lessons in problem- solving. By
doing problem-solving activities, learners are exposed to practical situations or issues that are
important to them and to their community.
3. Inviting Local Folks and Community Leaders as a Resource Person in School – This allows
community leaders and elders to share their knowledge and wisdom to the students
4. Developing Instructional Materials for Teaching Indigenous Knowledge – Teachers can develop
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, does not 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 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