Language and culture: Critical components of multicultural teacher education

Clark, Ellen Riojas; Nystrom, Nancy J.; Pérez, Bertha

doi:10.1007/bf02354384

Cited by 21 publications

(1 citation statement)

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“…Each of these criteria has its own distinct groups such as ethnic Malays, Chinese and Indians are under ethnicity, and religious groups of Islam, Buddhism and Hinduism are under the criteria of religion, which then make up a Malaysian society. From the educational context, according to Riojas et al (1996) four levels of awareness on cultural diversity via education are discovery of ethnic identity, knowledge development in language and literacy proficiency, refinement in the methods of teaching and learning the cultures, and selection of teaching styles.…”

Section: Introductionmentioning

confidence: 99%

Multicultural Education: Cultural Space among Public University Students in Malaysia

Suhaili

Mahat

Hashim

et al. 2019

International Journal of Asian Social Science

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The article aims to examine cultural diversity levels and problems among students in Malaysian public universities (PU) covering six cultural diversity criteria, namely ethnicity, language, religion, gender, socioeconomic status as well as mental and physical abilities. Respondents consisted of 330 students who had met two requirements: coming from different varieties of cultural backgrounds and were students of semester three and above. The research instrument used was a 5-point Likert scale questionnaire consisted of 30 item questions. The findings showed that Cronbach's alpha value showed strong reliability of more than 0.7. Actual study findings showed that the language, gender and religion criteria were at high; medium level for mental and physical abilities and ethnicity criteria; low level for socioeconomic status criterion. As for the problems of cultural diversity, all six criteria showed low level. Correlational relationship between the problems of cultural diversity criteria also demonstrated that each criterion had a weak significant relationship between the overall cultural diversity with an r value of less than 0.29 (p<0.01). It was discovered that socioeconomic status criteria needed to be emphasised as the criteria level value was still low and should be given attention. It can be concluded that there were almost no cultural diversity problems among PU students. The implication of this study is expected to facilitate the designing of strategic plans to address the issues among the various cultures in Malaysia. Contribution/ Originality:This study contributes to the existing literature of understanding and the acceptance of cultural diversity among public university students in Malaysia. This study uses a new quantitative approach to students at public universities. This study documents important evidence in facilitating students with productive ethnic relation courses at the university level.

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Section: Introductionmentioning

confidence: 99%