Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Multiculturalism in schools
The Dimensions of Multicultural Education
The Dimensions of Multicultural Education
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Multiculturalism in schools
Background of International Schools International schools are found all around the world. In most case, international schools use English as the medium of instruction. Originally, they have been created to allow the children of expatriates to receive their education in their mother tongue. They have been also found to create a mutual understanding and peace among people of different cultures. According Hyden (2006), the origin of international schools is debatable. The international schools of Geneva and Yokohama that existed in 1924 were considered the first international schools. However, Sylvester (2002) claimed that the first international school existed in 1866. This school was the International College at Spring Grove, in London. Moreover, Maurice (2007) pointed out that some schools were found through the efforts of embassy staff such as Djakarta International Primary School in 1951 which was founded by US Embassy. After the World War II , the efforts of expatriates from advanced countries working abroad resulted in establishing more international schools. Gradually, in some non-English speaking countries, the parents wanted their children to learn at international schools. They believed that receiving education English means better life choices. The number of students all over the world attending international schools has increased. Since English is the language of education at these schools, some schools offer ESL classes for those whose English is not their first language. Other schools did not provide additional classes in English. They overlooked the importance of student's mother tongue in their cognitive development. However, few international schools have applied specific systems to deal with differences among students in languages and cultures (Maurice 2007). Classifications of International Schools There is no one single definition of international schools. Moreover, Pearce (2013) claimed that international schools shared a common characteristic that "they offer a curriculum that is not of the host country"( p.4). Trewilliger (1972) mentioned four conditions for schools to be considered international: they should contain a large number of students who are not citizens of the host country; national and foreign directors to serve the students; staffing policy that makes teachers able to guide students to adjust to the new cultural and social situation; the academic content introducing students to national systems of the host country. However, Hyden (2006) argued that international schools vary according to the various authorities. Therefore, it impossible to identify general conditions of these schools.(Hyden,2006) Other researchers attempted to classify international schools into groups. For example, Pearce
The purpose of this study is to figure out which ways experienced teachers work best with culturally and linguistically diverse students. This study illustrates which strategies experienced teachers have found to work best. The diversity in school in the United States has increased each year. This means that there are an increasing amount of students who are learning English, English language learners (ELLs). This article comes from the perspective that each child should be taught to their specific needs. All students deserve a fair chance to learn. Fair means that every student is treated differently, not equally. Every student learns differently. In order to give every student a fair chance at learning, you must teach them according to their needs. An experienced teacher, Tiffany, describes her experiences working with culturally and linguistically diverse students. This study watches her methods and discusses what works based on data analysis of the success of her students.
All students begin school with different levels of literacy development; English-speaking natives have obtained oral language proficiency in English which helps t...
There are many different types of schools. State schools are required to deliver the National Curriculum.
Cooper, Donna, Adam Hersh, and Ann O'Leary. "US Data and Analysis." Center on International Education Benchmarking. The Center for American Progress, 2012. Web. 19 Feb. 2014.
In the United States of America we have become a large melting pot of ethnic and cultural peoples. Along with these peoples have come many different languages and alphabets. However the US has been seen as a mostly English speaking country. Yet many of this country's newcomers do not speak English. Adults and children alike come into the US speaking and writing only their native tongue. This poses a huge gap in communication. If the adults are unable to teach their children English, then it becomes the school districts' responsibility. However to make learning easier on the child, many school districts choose to teach the child in their native language, while they receive English lessons on the side.
Here in America every single child is sent to school starting at the age of five years old for kindergarten, and sometimes as early as two years old for pre-school and continue on to get an education late into their twenties, some even going on to take classes the rest of their lives. Education in America is something that is readily available and even is required by law, but taken for granted by many children. On flip side third world countries often do not have schools or public education mandated by government, and most times it is not even available when most children yearn for it. Education is taken for granted in America, and in third world countries where education is almost completely absent something can be learned from their determination to further their knowledge.
The United States is filled with many different ethnicities, cultures, customs, languages, etc. Supposedly, our public schools are equipped with classes, teachers, curriculums and materials in order to educate that part of the student population whose first language is something other than the English language. Bilingual classes, transitional classes, ESL classes are just a few of the programs that have been developed to instruct non-English speaking students in order for them to acquire the English language.
In immersion programs children are allowed at most one year of English study before being placed in main-stream English-only classes. Proponents of this sink-or-swim approach often site the success of their forbearers who learned English without schools trying to accommodate them with native-language classes. Immersion proponents also cite the fact that the bilingual approach creates a cultural segregation of students. The English language is a tool of national unity, they point out.
While many Americans, and even more unfortunate is American teachers, claim that global education would harm American values and go against what America stands for (Webb), a global education presents the ability to either properly expand upon one’s knowledge of the world with accurate information about their true culture and their language, or a global education could either undeservingly demote or promote a country to a ranking it may or may not deserve. Without global education, our future generations will face unnecessary challenges and face the possibility of destroying everything that we, the world, built upon to maintain
Strauss, Valerie. "Where U.S. Stands in Education Internationall." Washington Post. N.p., 25 June 2013. Web. 15 Mar. 2014.
The use of two languages, one of which is English, as mediums of instruction for the same pupil population in a well-organized program, which encompasses all, or part of the curriculum and includes the study of the history and culture associated with the mother tongue. A complete program develops and maintains the children’s self-esteem and a legitimate pride in both cultures. (Blanco 1977, p.123).
The success and developing of countries are making transitions according to their ability to educate, retain and employ educated teachers of high quality. The Global Knowledge Strategy is open to all academic institutions, entrepreneur, teachers and leaders that are willing to strive and do whatever it takes to make the mission
Language has pioneered many interracial relationships and historical milestones. Language is a necessity for basic communication and cultural diversity. Being multilingual is a skill proven influential to a successful future. Due to rapid globalization, countries all over the world are stressing the importance of learning a second, or even third, language. With the exception of time and lack of resources, adults have very few widely applicable disadvantages to learning multiple languages. However, language learning as a child presents more complications. Some of those include not having enough funding at the elementary school level to introduce a program for secondary language, academic overload for the youth, stress for both the parent and student parties, and the mixing of languages. Not all of these complications are true in any or all situations, however, and the absence of them provides multitudes of opportunity for future career and academic success. Ultimately, it is the responsibility of the parents or the education legislation to decide whether they encourage the learning of a secondary language at the young age necessary for retention. “The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency,” therefore the younger a child begins to learn, the more likely they are to benefit to the maximum potential (Robertson). Keeping the language learning in high school or beginning the process earlier is a greatly controversial discussion that is important to address because of the topic’s already lengthy suspension.
In 2009, teachers of a New Jersey school banned foreign languages and stated, “any language other than English will not be tolerated" (Debaron 1). This situation was soon no longer allowed. While over ten percent of the total adolescent education systems contain emergent bilinguals, a whopping sixty percent of those students are educated in only English (Bale). Maria Estela Brisk, a Boston College Education professor, believes, “schools has wasted much energy in the search for a "perfect" model and the best way to learn English” when they could just focus on proving “quality education” to every student in the system (1). Teacher’s main priority should consist of effectively teaching their students to prepare them for the future, but currently there are a lack of certified bilingual education teachers. When students are taught more in different ways, they can educationally benefit their cognitive abilities, involving the brain with “mathematics, problem solving, logic and memory”, can be improved to create an overall better student. Even by learning another language at a earlier age can contribute to __________. Learning another language will be
CHENG, Yin Cheong. Fostering Local Knowledge and Wisdom in Globalized Education: Multiple Theories. Bangkok, Thailand: Centre for Research and International Collaboration Hong Kong Institute of Education, 2002.