The Multicultural Classroom: Learning from Australian First Nations Perspectives. Jasmin Peskoller

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СКАЧАТЬ on the findings from this explorative study focusing on Indigenous Australia, strategies for teaching practice in multicultural classrooms in Australia and beyond can be derived. Hence, the outcomes and implications of the study should provide assistance to all educators in a day and age where linguistic and cultural diversity has become the global norm.

3. Structure of the Book

      The book consists of six chapters:

      Chapter 1: Introduction

      An overview of the background and relevance as well as the objectives of the research study are given.

      Chapter 2: Foundations of Multicultural Classrooms

      The fundamental concepts of language, multilingualism, culture, and multiculturalism are defined. Subsequently, the focus shifts to multicultural classrooms starting with a discussion on perspectives on diversity in education. Then, approaches to teaching and learning in multicultural classrooms are presented and relevant education policies are outlined.

      Chapter 3: Languages and Cultures in Australia

      The concepts of multilingualism and multiculturalism are discussed in the context of Australia. Focusing on its First Nations, the significance of languages in Indigenous Australia is highlighted, examining both traditional Indigenous languages and varieties of English. Finally, Indigenous Australians’ ways of knowing, being, and doing are introduced and the multicultural realities of First Nations Australians are highlighted.

      Chapter 4: First Nations Education in Australia

      A brief historical account of First Nations education including relevant policy documents is provided and cultural foundations of Indigenous approaches to teaching and learning are explored. Moreover, proposed frameworks for Indigenous education as well as adopted approaches at specific schools in Australia are presented. Lastly, selected challenges in the field are discussed.

      Chapter 5: Research Study

      After a discussion of current research dimensions in First Nations education, the design and objectives of the empirical study are outlined by illustrating its underlying research questions and design. Subsequently, the findings of the qualitative research study are presented, analyzed, and interpreted. Finally, the results are discussed and implications for teaching practice in multicultural classrooms are derived.

      Chapter 6: Conclusion and Outlook

      The last chapter contains a concise review of the study conducted and suggests potential directions for further research in the field.

      Chapter II

      Foundations of Multicultural Classrooms

      Since “we all see the world differently, our context and experiences are divergent, and the way we explore language is again distinctive” (Power et al. 2015, 4), this chapter defines the key concepts of language and multilingualism as well as culture and multiculturalism. Having established this fundamental terminology, perspectives on diversity in education are discussed and select approaches to teaching and learning in multicultural classrooms are explored. In conclusion, education policies affecting multicultural classrooms are addressed.

1. Language and Multilingualism

      Fundamentally, languages constitute systems of interrelated signs used for the purpose of communication (Edmondson and House 2011, 7-8) and can thus be described as “fluid codes framed within social practices” (García 2009, 49). Concurrently, Eades (2013, 57) states that “language is much more than the reflection or expression of society and culture; it is a dynamic and creative instrument of social action”. Investigating its symbolic nature, Kramsch (2009, 7) highlights that language use “mediates our existence through symbolic forms that are conventional and represent objective realities” and that “construct subjective realities such as perceptions, emotions, attitudes, and values.”

      In relation to the concept of language, a distinction between dialect and accent also needs to be provided at this stage. Endorsing the existence of a continuum between language varieties and dialects depending on regional, societal, political, and cultural leverages, sociolinguist Trudgill (2000, 5) provides the following definitions:

      The term dialect refers, strictly speaking, to differences between kinds of language which are differences of vocabulary and grammar as well as pronunciation. The term accent, on the other hand, refers solely to differences of pronunciation, and it is often important to distinguish clearly between the two.

      As the concept includes both standard and non-standard varieties of a language, Standard English should itself be regarded as a dialect of English due to its distinct grammatical and lexical features. In this context, authors have complained that standard varieties are often considered the only proper way to speak and they have accentuated the fact that a society’s values and structures are displayed in the attitudes towards non-standard varieties (e.g. Trudgill 2000, 5–9). This aspect alludes to the slow recognition of Aboriginal English as a distinct dialect of Standard Australian English (SAE), which is explored in Chapter III.3.1.

      In the context of language teaching and learning, a differentiation between home, second, and foreign languages is essential. The following figure should assist readers in understanding this fundamental terminology.

Figure 1: Differentiation of the Language Concept1

      In order to differentiate between the two non-native languages in Figure 1, the function and purpose of the language are decisive factors. Putting the focus on English language teaching, the acronyms ESL (English as a Second Language) and EFL (English as a Foreign Language) exemplify the two concepts. In ESL contexts, learners might still practice their L1 at home but need English as the means of communication in everyday life, as is for instance the case in Australia, Canada or the UK. The term EFL, on the contrary, pertains to contexts in which English does not play an essential role within society, as it is not necessarily required for communicative purposes or in educational settings due to other dominant languages. It is necessary to differentiate between ESL and EFL contexts, since syllabuses, classroom pedagogies and education policies usually display considerable differences (Carter & Nunan 2001, 2).

The focus is now transferred to the coexistence of two or more language varieties within one speech community or country, which is generally denoted bi- or multilingualism, respectively. In simple terms, bilinguals “use two or more languages (or dialects) in their everyday lives” (Grosjean 2010, 4). Conversely, other authors have adopted the concept of multilingualism to “describe the use of three or more languages by an individual or within a society” (Baker & Wright 2017, 431). The Common European Framework of Reference for Languages (CEFR) defines multilingualism rather broadly as “the knowledge of a number of languages, or the co-existence of different languages in a given society” (Council of Europe 2001, 4). In addition, bidialectalism has been used to describe the “phenomenon whereby someone can communicate in more than two dialects of the same language” (Carter & Nunan 2001, 94) and can be regarded as one form of bilingualism. Finally, the concept of plurilingualism refers to an individual’s totality of linguistic resources in the CEFR (Fäcke & Meißner 2019, 2).2

      Generally, different manifestations of bilingualism have been identified in the field. For instance, along with other СКАЧАТЬ