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Teaching in Multicultural and Multilingual Classrooms

Secondary Education Major in English (Xavier University - Ateneo de Cagayan)

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Course Title : The Teaching Profession

Course Code : Prof. Ed. 2
Number of Units : 3 units
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Teaching in Multicultural and Multilingual Classrooms

Multicultural education is an interesting and important topic for teachers. At 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.
Each learner in class may be a member of a different cultural group, attends a different church,
speaks a different language, or behaves differently. Everyday, 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 in
Philippine schools. Many have come to study English or some have parents doing business or
assigned to work in the country. Aside from these, there are also Filipinos who were born from foreign
descent-like the Filipino-Chinese, Filipino-Americans, Filipino-Spanish, and many others-who were
born here and have decided to stay in the country. 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.

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 the
production of knowledge and the development of culture because of its power to epitomize reality. It is believed
that learners create and construct meaning based on their experiences and use their first language in
understanding and processing ideas.

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. The mother tongue is used in instruction and learning materials of other learning areas. Through this
program, learners are hoped to retain their ethnic identity, culture, heritage, and values. Theories and researches
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.

Based on the innovative literacy efforts documented in the IK Notes (Leautier, 2004), the use of
teaching 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, and
implementation of the science curriculum. Using the local language also gives meaning and context to a lot
of ideas learned in school.

Furthermore, using the local language for teaching and learning is one way to promote the understanding
of various concepts in a particular socio-cultural perspective and context. This kind of situated pedagogy
increases the chance for learners to feel ownership of their education and reduces the conditions that hinder their
acquisition and learning of various knowledge and processes. 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.

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

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.

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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 for
teaching local language and culture to the students.

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

Drake (1998) originally proposed the idea to use stories called "story model" which
develops 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. 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.

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