Teaching and learning English in a multicultural classroom: strategies and opportunities

Xerri, Daniel

doi:10.1108/jme-04-2015-0012

Cited by 10 publications

(6 citation statements)

References 28 publications

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“…Hence, English is owned by all people in the world with different social functions rather than merely owned by its native speakers. The users of English in this sense are, by nature, mult icultural (Xerri, 2016) so that at the international level, English communicat ion always takes place within an intercultural or cross -cultural dimension (Fang, 2017;López-Rocha, 2016).…”

Section: Introductionmentioning

confidence: 99%

Tertiary English students’ attitude towards intercultural language learning

Morganna¹,

Sumardi

Tarjana

2020

Indonesian J. Appl. Linguist.

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The nature of English as the world lingua franca and the nature of Indonesian students who are multicultural call for the application of Intercultural language learning (ILL) approach in English education in Indonesia. However, the complexities of ILL seem to demand English teachers’ positive attitude towards ILL even since they became tertiary English students so that ILL could be ideally implemented in the classroom. This study was conducted to delve into tertiary English students’ attitude towards ILL and to confirm their English teaching practices according to the perspective of ILL principles. Tertiary students taking English Education major at a State University in central Java were chosen to be the participants. Interview, questionnaire, and observation were deployed to garner the data. The findings demonstrated that most of the tertiary English students had a positive attitude towards ILL. Their judgments exhibited a positive tendency to accept and support ILL ideologies and principles. Their positive tendency covered three dimensions: affection (76.13%), cognition (75.08%), and behavior (75.16%). Observations showed that their English teaching practices tended to confirm their positive attitude towards ILL. They were able to apply three ILL principles consisting of active construction, making connection, and interaction. Other studies are expected to address ILL implementation in the formal English classrooms at Indonesian schools so that detailed merits and challenges as well as solutions with respect to ILL implementation can be revealed.

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Section: Introductionmentioning

confidence: 99%

Tertiary English students’ attitude towards intercultural language learning

Morganna¹,

Sumardi

Tarjana

2020

Indonesian J. Appl. Linguist.

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“…Tartjwik, Brok, Veldman & Wubbles in their research [31] suggested the ideas of Evertson and Weinsten that the strategy carried out by building positive relationships through shaking hands and being friendly, class management using the social and moral curriculum, and teachers need to consider the background characteristics of students. Another thing to realize is that the development of tolerance in multicultural classes is not only centered on the teacher, but the school must encourage and participate to make it happens [32]. The explanation gives a clear deception that multicultural class is a combination of various existing systems.…”

Section: Promoting Tolerance In the Multicultural Classroomsmentioning

confidence: 99%

Managing Multicultural Classrooms of Schools in Indonesia: Some Considerations

Safitri¹,

Efianingrum²

2020

Proceedings of the 2nd International Conference on Social Science and Character Educations (ICoSSCE 2019)

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This study provides deceptions concerning management of multicultural classrooms as an effort to accomplish the objectives of multicultural education. In Indonesia, multicultural classrooms have been implemented by some schools. The success of the implementations of multicultural education is an integration of the entire components of the school. Therefore, managing multicultural classrooms need to consider various aspects, particularly concerning teachers as the main facilitator in the class. Teachers must have the capabilities and experiences to accommodate the diversities of the students. This discourse of multicultural classrooms is expected to get blown up widely in the schools in Indonesia based on the capabilities and circumstances of each school.

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“…From the perspective of communication science, in particular English speaking communication which exists in intercultural communication dimension, politeness pragmatic principle was needed in order to avoid perspectives conflict in communication (Byram et al, 2002;Hua, 2013). This politeness perspective is included in the category of enhancing awareness of diversity (Xerri, 2016). Scientists concerned on examining English speaking communication, especially in the context of English language communication as world's lingua franca or international language agree that learning about politeness pragmatic is one of the steps to enhance intercultural communication competency (Badrkoohi, 2018;Byram & Wenger, 2018;Galante, 2015;Ghasemi, Ahmadian, Yazdani, & Amerian, 2020;Inkaew, 2016;Kusumaningputri & Widodo, 2018;Leggett, 2014;López-Rocha, 2016;Tran & Seepho, 2017).…”

Section: Would You Like To Join Me To Be the Moderator Of My Presentation? (Participant 15)mentioning

confidence: 99%

Politeness Utterances in English Discussion

Sapitri¹,

Prihantoro

Edy

et al. 2020

ELT echo

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This study was conducted to investigate the types of maxims according to the principles of politeness as used by tertiary English students in the context of semi-formal discussion. This study used a descriptive qualitative method. 20 intermediate tertiary English students from one of the universities in Bengkulu were involved as the participants of this study. They were selected using a purposive sampling technique. The findings revealed that in the context of semi-formal English discussion, there were four types of maxims representing politeness. They ranged from tact maxim, generosity maxim, approbation maxim, to agreement maxim. Those maxims were realized into several uses of utterances such as requesting, asking, offering, responding, and answering. This study supports a premise that the uses of politeness maxims in English communication contribute to the success of communication per se.

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Teaching and learning English in a multicultural classroom: strategies and opportunities

Cited by 10 publications

References 28 publications

Tertiary English students’ attitude towards intercultural language learning

Tertiary English students’ attitude towards intercultural language learning

Managing Multicultural Classrooms of Schools in Indonesia: Some Considerations

Politeness Utterances in English Discussion

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