朱珮嘉05/15/2012

Multicultural Teaching

In EFL Classrooms

Culture Surface Culture:

food, clothing, music, holidays, language, religion, dress, and other visible signs of culture

Deep/Implicit Culture:

values, beliefs, behavior, ethics, communication, space, beauty, time

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Multicultural Concepts in Schools

Race

Gender

Family income

Family background

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“the culture of power” “the people with power”

Social status

Physical condition

Religion

The Levels Of Multicultural Education

1. Monoculture

2. Tolerance

3. Acceptance

4. Respect

5. Equity, equality, diversity, and social justice

are promoted

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Global Perspective

1. substantive dimension: (content) knowledge of various features of the

world and how it works

2. perceptual dimension: (a point of view)

our understands are mediated by the lenses through which we view the world

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What global educators do? Teach against stereotypes , exotica, and the

simplification of other cultures and global issue

Foster the habit of examining multiple perspectives and primary sources of The Other

Provide students with cross-cultural experiential learning

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The Need for Greater Clarity: omission misunderstanding

Stop name-calling as soon as you hear

it. Don’t allow it to continue.

Teachers’ inaction can be interpreted as

acceptance of the name-calling.

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Instructional Materials Role play – empathy

Case study

Stereotypes breaking

Online discussion

Multiple Stories/resources

Guest speaker

Walking gallery

Personal interview

Field experience

Portfolio

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Classroom Practice

Students: 11th graders

Reading: Rudolph, the Red-Nosed Reindeer

(Lungteng English Textbook for Vocational Senior High, Lesson 5, Book )Ⅲ

Goals:

1. To learn the importance of viewing an issue from different point of views.

2. To learn to respect the people different from them.

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How:

1. Ask eight volunteers to stand in the front.

2. Ask another two students to stick eight pieces of colored

paper (red*1, green*2, and blue*5) on their backs.

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Classroom Practice

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Classroom Practice

How:

3. Have the eight students stand in three different

groups based on the colored paper they got without talking

or making any noise. The other students should also remain

silent.

4. After grouping, ask the students from the three different

groups to express their own feelings about being in the big

group, middle group, or alone.

Classroom Practice

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Discussion:

1. Ask students to express their feelings about being

different from others as Rudolph, the Red-Nosed Reindeer

in the text.

2. Ask students’ opinions about being different from others.

3. Ask students to express their attitudes toward the ones

different from them.

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Classroom Practice

Thank you for your listening!

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Discussion Time