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head: THE INTEGRATION OF MULTICULTURALISM IN AN ADULT ED. ENGLISH CLASS

The Integration of Multiculturalism in an Adult Education English Class

Lisa Trotto
McGill University
Author Note
This research proposal was prepared for EDEM 616: Individual Reading Course,
supervised by Dr. Ratna Ghosh
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THE INTEGRATION OF MULTICULTURALISM IN AN ADULT EDUCATION ENGLISH CLASS
INTRODUCTION
Background
Multiculturalism, as a teachable concept in schools, can typically be referred to as
systematic and methodical. However, many educators maintain that collaborative group learning
as well as the transformation of adult learners past knowledge and experience are key in this
process. Merging together the two is crucial toward enriching and elevating language acquisition.
To this end, multiculturalism to enhance language learning and community building in schools is
a valuable tool. In order to promote cultural and linguistic diversity in classroom settings,
teachers should also adopt certain methods or effective teaching strategies in order to
accommodate students from multicultural and multilingual backgrounds.
In recent years, a great significance has been placed on the incorporation of real life
learning situations within adult education classroom settings based on the Ministre de
l'ducation, du Loisir et du Sports (MELS), CCBE (Common Core Basic Education) and DBE
(Diversified Basic Education Programs). Simulating situations that Canadian citizens face on a
day-to-day basis is a difficult task when limiting oneself to a classroom manual and grammar
handouts that restrict students to role-playing generic tasks such as going to a bank or ordering
food from a menu at a restaurant. Typically, these learning situations are very simplistic and do
not allow for the incorporation of culture or tradition. Furthermore, they limit any form of
multiculturalism; they are very closely directed to language acquisition in a prescriptive manner.
Transfer and extraction of knowledge should branch out to more collaborative and
communicative approaches in order to have lasting effects on students. Multiculturalism has
been recognized as a tool that not only supports this approach, but also enhances learning and
motivates students by developing enriched communication and language proficiencies, allowing
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for a community to form within the classroom. Drawing from to my own use of multiculturalism
activities in the classroom, I believe that it has the potential to not only empower students but
also to change the nature of learning itself.
Multiculturalism has permeated much of my professional and academic career and has
had lasting effects on the way I perceive education. After having administered a
Multiculturalism Incorporation Workshop in my own workplace and having sat on a
Multiculturalism Panel for an undergraduate pre-service teacher class at McGill University, I
felt that there was much left to discover in Quebec classrooms. Following these events, I became
fascinated with all the possibilities I imagined for students and educators. These experiences
were not only inspiring, but gave me the opportunity to explore different approaches while
collaborating with several talented educational leaders, who offered innovative ideas which
broadened my multicultural perspective.
I have been teaching English to newly landed immigrants for over five years and my
experience with them has impacted the way I perceive multiculturalism. I view multiculturalism
as a process by which educators and students should work together to incite social change in
various settings and attempt to eliminate racism, oppression and prejudice on a global scale.
While various definitions of multicultural education have been brought forth, it remains a
common understanding that it is transformative and depends upon the understanding and
tolerance built between diverse cultures sharing the same common ground. Multiculturalism can
definitely inspire learners to reach beyond the confines of a workbook, whether it is by using
debatable topics, responding to real-life situations, role-playing or societal learning situations.
However, multiculturalism is a valuable tool that is often ignored in many adult education
classes and requires openness not only from the class, but from the teacher, as well. The
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incorporation of multiculturalism (specifically learning situations) in an English class is strongly

linked to a constructivist approach and transformative learning. To this end, it is important to be
mindful that multiculturalism is not about comparing differences, it is about embracing
differences and promoting an understanding and open-mindedness for all.
My keen interest in multiculturalism, language acquisition and education has led me to
this particular research, which explores an English teachers endeavor to incorporate
multiculturalism activities as a means of encouraging her thirty students to collectively share
information and learn both individually and through collaboration. Daly explains that the self
cannot be excluded from the research process and that accumulated life experiences color all
aspects of the research process from the selection of focus, to the shaping of questions, to the
interpretation of data (2007, p. 189). I firmly believe that having a deeply rooted connection to
the research at hand will make the study more meaningful to the researcher and the results more
accurate and vivid for the reader. Through my research, I plan to uncover if creating school
communities that encourage critical thinking, group-participation and interactive online activities
rooted in multiculturalism will promote positive social interaction and, in turn, enhance the
language learning experience. More specifically, I plan to look at whether the integration of
multiculturalism in an adult education English class will build classroom community, empower
students and influence their multicultural perspectives.
Need for the Study

The adult education sector can sometimes be overlooked and is typically left out of the
preoccupation of mainstream education. The activities, resources and funding administered to
adult education centers are minimal in comparison to high schools. For example, due to lower
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than usual attendance and registration rates, afterschool student programs are difficult to
maintain, guidance counselors and support systems are not located at these centers, and adequate
assistance and resources for special needs students are not ample. The realm of adult education is
typically composed of two types of students: those who were not administered a high school
diploma due to either failing ministry required classes, or not earning the required amount of
credits in time for graduation and immigrant students who have either not finished their high
school diploma in their native country or have spent some time in the French sector, but were
unable to complete their diploma in time. The reason this often occurs is because they come from
a country whose primary language is not French. Through my teaching experience, I have
witnessed commonalities in regards to the students mindsets and notions regarding education
and multiculturalism, and at times their views surprised me greatly. The vast majority of the
students coming from Quebec public schools have far less knowledge of multiculturalism and
intercultural learning as opposed to the immigrant students who have spent very little time in
Quebec. This led me to believe that multiculturalism is not a key focus in Quebecs public school
education systems. As a teacher, this is quite alarming and encouraged me to pose underlying
questions to uncover why.
Researcher Benedicta Egbo (2011) lends some insight on several prospective reasons for
the lack of integration of multicultural presence in the classroom:
The reasons why teachers may be reluctant to embrace progressive policies and programs
remain a matter of contention. However, most writers agree on at least two plausible
reasons teachers ideological stance on issues that are related to race and diversity and,
teachers discomfort with engaging such sensitive issues. Teachers ideological stance
includes the denial of racism in society and the belief that the individual is the sole
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determinant of his or her own school success even though this meritocratic ideology that
fails to take into account how schools contribute to inequality in society has long been
discounted on empirical and practical grounds. (p. 25 26)
Acknowledgment of multicultural topics must be approached in the classroom in order to
address underlying instances of social injustice and racialization that are still present in society.
Teacher neutrality and the avoidance of addressing issues of controversy in the classroom are
not adequate methods of teaching ethnically diverse students in the 21st century. Teachers should
not disregard these topics or be apprehensive of what subsequent issues might be brought up in
the class discussion. In fact, this is exactly how teachers should be promoting and executing
higher levels of learning and building critical inquiry in students. Teachers should, of course,
avoid heavy handed advocacy (p. 131) and be judicious (p. 130) in deciding when and how
to state their opinions (OBrien & Howard, 1996). Teacher sensibility and cautiousness is the key
to administering multicultural material in the classroom, specifically concepts that do stimulate
debates. Thus, exploring issues concerned with power relations in our society should be
encouraged, ideally because the promotion of critical thinking can manifest itself in the
classroom, a secure and educational learning environment. The absences of multicultural
education platforms and lack of students multicultural knowledge in our schools suggests that
teacher education programs should be revamped. In order to promote cultural and linguistic
diversity in the classrooms, teachers should also adopt certain methods or effective teaching
strategies in order to accommodate students from multicultural and multilingual backgrounds.
While acknowledgment of power relations is the first step in multicultural learning,
empowering students with the proper tools to dismantle and question societal structures is
another key element required of teachers. Tools may consist of simply giving students a voice,
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allowing them to comment on current trends in the news, permitting students to challenge the
curriculum and traditional values, etc. Galczynski et al. (2011) support this notion and note that
within the context of redefining multicultural education and by including all students, schools
can make use of diversity as a creative force rather than as a hindrance to the development of
society. Ultimately, the goal should be to provide students with the support to cultivate positive
identities and become critical and democratic citizens (p. 150).
As a result of an influx of immigrants entering the Canadian and Quebec educational
system, the number of students who speak a native language other than English has grown
drastically, and will account for a very large percentage of the school-age population in the
coming years. According to a study conducted on Canadian immigration information, the
number of immigrants coming into Canada in the past years has been growing significantly.
Canadian lawyer for immigrants, Campbell Cohen (2015) informs us that:
Today Quebec welcomes approximately 45,000 immigrants each year. With the
provinces economy growing and the birth rate declining, immigration to Quebec can be
expected to grow in the future. Immigrants come to Quebec each year from over 100
countries, helping to contribute to the multicultural character of the province and driving
the Quebec economy. (Cohen, 2015)
Consistent with the Canadian-Quebec Immigration Agreement, Quebec officials have the
right to select and accept immigrants based on the provinces terms. Yet, Ever since Quebec
gained the right to select its own immigrants, it made sure to grant privileged access to
candidates already fluent in French (Gagnon, 2013), effectively, in order to preserve the French
language. Most French-speaking immigrants came from Frances former zone of influence,
namely Arab and Muslim countries, more specifically the Maghreb, Lebanon and former French
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colonies like Senegal (Gagnon, 2013). Thus, immigrants located in North Africa who migrate to
Quebec are normally bilingual, and many of them speak little English. Gagnon comments on the
origins of the majority of Quebec immigrants and notes that they are from predominantly French
speaking countries, he notifies us that:
This accounts for the fact that Quebec has the largest proportion of Arabs in Canada
relative to its population. According to Statistics Canada, the number of Quebeckers who
identified themselves as Muslims in 2011 has doubled since 2001, reaching a total of
more than 200, 000. Like most other immigrants, they are heavily concentrated in
Montreal. (2013)
Although Montreal is growing in population and becoming more ethnically diverse, the
numbers are not sufficient enough to combat its increasingly low population. According to
demographer Jacques Henripin, the province needs between 70,000 and 80,000 immigrants a
year to compensate for its lower birth rate (Patriquin, 2011). Although Quebec is in dire need of
accepting more immigrants than the current amount, government officials will not enforce the
increase. Patriquin claims that although the Quebec government may be enforcing the laws, the
majority of Quebecers are not content with the outcome of this new wave of immigration.
By and large, Quebecers have long cast a beady eye at Canadas official policy of
multiculturalism; a recent Angus Reid poll noted that 66 per cent of francophones in the
province believe multiculturalism is a threat to the French language. Practically every
major demographic report released in the province over the last two decades has sparked
debate and uproar about the survival of the language. (2011)
Given this mass entry of newly arrived families, and specifically students filling up
classrooms across Quebec, Quebecers, especially teachers, must be prepared to interact and work
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with students who do not share the same background as they do. It can be a difficult or novel
experience for a teacher to comprehend what it will be like working with culturally diverse
students, and most teacher-education programs do not go into depth about the potential issues
these and future educators may one day face in their own classrooms. Teachers must therefore
learn to adopt strategies in their classrooms to try to create an inclusive environment where their
students can learn and interact cross-culturally.
In my experience, I have observed an urgent need for multicultural reform and
reassessment of goals in our schools. The one-sidedness of certain methods of teaching does not
allow for students to think critically and analytically regarding pertinent issues that society faces.
Canada, and more specifically Montreal, is one of the most mosaic societies in the world, and
instead of educators embracing this opportunity in the classroom and using it to their advantage,
it is being avoided and rudimentary concepts are replacing it. In todays world, students must be
prepared for democratic citizenship and international communication. Further, in heterogeneous
(especially immigrant) societies teachers work with children whose cultural, linguistic, ethnic,
community, religious, and intellectual backgrounds are diverse and, therefore only partially
understood (Ghosh & Galczynski, 2014, p. 125). This study will address issues present in
Quebec public high school systems, as well as adult education centers specifically if the
students attending the adult education centers were not exposed to ample classroom material
related to multiculturalism.
To provide a theoretical basis for my research, I will present a discussion of theories
related to culture and multiculturalism-based education. I will begin exploring the topic by
presenting an overview of my own teaching strategies, which convey my multicultural
perspective and encompasses constructivism and transformative learning theories.
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Research Study Objectives

Throughout the adult education sector, there is one area that has been persistently
undermined throughout at both the school board and the institutional level: the integration of
multiculturalism in schools and its impact on learning. Throughout my study, I hope to gather
information from students, which will, in turn, enhance teachers knowledge of student learning
experiences, as well as provide teachers with some insight into the mindsets of students,
specifically newly arrived immigrants to Quebec. Additionally, this research may inspire future
studies and can assist our school boards in creating relevant teacher training programs and
workshops to better assist educators in this domain.
Research Questions
A - Central Question:
In what ways does an adult education teacher integrate multiculturalism into her English
Language class and what are the perceived effects, if any, on student performance?
B Sub Questions:
1) What are the most common educational benefits, if any, that manifest themselves for
students when the teacher uses Multiculturalism as a teaching tool in an English
Language class?
2) In what ways is student performance and motivation affected, if at all, when using
Multiculturalism in the classroom?
3) Do students perceive a positive impact on language learning goals and critical thinking
when paired with the use of multiculturalism in the class?
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4) How does the teachers multicultural perspective and highlighting the areas typically left
out of multicultural education (focusing on the oppressed, minority groups, criticizing
power relations, etc.) help to broaden the students multicultural horizons?
LITERATURE REVIEW
Constructivism
The way in which an educator approaches teaching a class significantly impacts students
willingness to participate in the learning at hand, and thus, directly contributes to student
success. As opposed to the teacher being the nucleus of knowledge, that is, the director of
pedagogy and lecturer of material, constructivism breaks free from this traditional mold and
allows students to be the ones in control of uncovering knowledge on their own. To this end,
Wagner (2002) proposes that constructivism yields knowledge creation not just with the mental
stuff of their biological brain but in dialogue with the culture in which they live (p. 9). Since the
vast majority of students registering in adult education programs in Quebec are newly landed
immigrants, the culture in question is not one with which they are familiar. Teaching in this
context requires learners to independently explore discourses and new concepts using the teacher
as a facilitator rather than a distributer of knowledge.
Multicultural education has the potential to create learning spaces in which students from
different cultures can interact and respond to one another in an unfamiliar setting. This type of
learning environment allows them to offer personal experience, and enables them to work and
befriend individuals with differing cultural backgrounds, which may be a great challenge for
some students, as well as their teachers. I believe that differing opinions, traditions and points of
view should be seen as teachable moments as opposed to obstacles in a classroom. Using a
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constructivist approach assists with students who may struggle in this domain and supports those
who have a difficult time approaching and collaborating with other cultures. Kelly suggests that
teachers should create a respectful classroom where competing viewpoints receive a fair
hearing and believes that teachers should state rather than conceal their own views on
controversial issues (1986, p. 130). Ghosh explains how Schools play an important role in
constructing a students self-esteem and self-concept (2002, p. 57). In fact, schools are the
primary agent of socialization for newcomers and the development of self-esteem is a concept
that does not necessarily end after high school, it is also present in the adult education sector.
Teachers must recognize that issues related to confidence and self-regard are present in our
schools and can often be directly related to academic success, thus, teachers should address this
accordingly.
It is crucial to have students look at material in a critical manner and have them do more
than analyze it, such as actually becoming the decision makers when evaluating the course
content. Using multiculturalism in the classroom is an excellent way to empower students while
having them challenge power structures and systems which they are all familiar with. Ghosh
(2002) explains the immense potential that challenging power relations can have on student
learning:
The more students participate in learning (as opposed to being passive receivers), the
more they will feel a sense of control over their own community and the wider world, and
the more likely they will become active citizens. Decision making involves students
making choices in their own lives, in the community, in national politics, and in the
international area. (p. 57)
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What students take away from their learning experience is knowledge that they can apply
to a real world setting in order to make sense of the new scenery that confronts them in an
unfamiliar land. Throughout my own teaching experience, language has always represented a
community and a socio-cultural distance is constantly present when dealing with immigrant
second-language learners. The society in which immigrants are immersed expects them to
respond to newfound instances and situations surrounding them without delay. If newcomers are
not introduced to language in a way that is interactive, collaborative and that promotes
autonomy, then they will find it difficult to intermingle with everyday duties and settings in a
new country. Multiculturalism is a tool that immerses learners into a profound social milieu and
is beneficial when understanding how to take on societal roles in a new country.
Although traditional models might prevent educators from moving forward and
embracing novel theories, Grennon Brooks and Brooks (1999) affirm that constructivism is an
approach that powerfully enlightens educational practice. The authors state, History constrains
our capacity to embrace the central role of the learner in his or her own education. We must
rethink the very foundations of schooling if we are to base our practice on our understandings of
learners' needs (p. 57). They strongly defy the method of assessing student success through
standard-driven tests. In line with a constructivist approach, controlling what students learn is an
impossible task and, by taking on this method, learning becomes non-meaningful. The search for
understanding is what motivates the student in a constructivist classroom and effectively instills
knowledge and skills that allow learning to be more productive (p. 20). Challenging power
structures, questioning roles of privilege in society and inquiring about one anothers cultural
backgrounds is an excellent way to go about conducting ones class in an attempt for students to
participate in meaningful learning. Constructivism and multiculturalism education go hand in
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hand, giving learners a first hand look at a new reality and allowing them to make sense of what
they perceive in their surroundings.
As Jerome Bruner (1986) suggests, human beings construct meaning in the presence of
these three worlds:
(1) the world they are born with, their innate human propensity to make sense of the
world and their capacity to acquire language; (2) the objective reality of the real
world; and (3) the culture in which they are immersed () all theory in science and
all narrative and interpretive knowing in the humanities are dependent on the human
capacity to create to imagine a world. (9)
Students must make valid connections in order to absorb material and be able to interact
in society and within their various worlds. Constructivist teaching practices help learners
internalize, or transform, new information (Grennon Brooks & Brooks, 1993, p. 20). This
learning progression allows students to directly experience an environment in which they are
unfamiliar with, directly, and in turn, provides them with consistent and practical knowledge that
becomes useful in their everyday lives.
Transformative Learning
Within a diverse multicultural setting, educators must ensure that their classroom
environments are welcoming and must also take into account their students perceptions of
classroom interactions with their mentors, peers and teaching methods. The goal of
multiculturalism in education aims to render students more capable of interaction in a language
and within a community and, more importantly, to have students engage in meaningful
communicative activities that can be used outside of the academic sphere. Essentially, how
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learning is transformed from an adults past knowledge and how it is received in the new
learning environment are important factors to consider in this process.
Jack Mezirows theory of transformative learning sheds light on this concept and
identifies learning as "a comprehensive and complex description of how learners construe,
validate, and reformulate the meaning of their experience" (Cranton, 1994, p. 22). Thus, adult
learners already possess a basis of knowledge and the ability to think critically. Mezirow
explains how Adults have acquired a coherent body of experienceassociations, concepts,
values, feelings, conditioned responsesframes of reference that define their life world (1997,
p. 5). Therefore, the major role of transformative learning is not to change their preconceived
notions, it is to enforce autonomous thinking and learning and apply it to the social setting at
hand. The author also expands on the manner in which adults bring past experiences to new
learning situations. For instance, when newly learned ideas and concepts do not fit learners
preconceptions, these notions are thereby rejected. However, during transformative learning, the
process of effecting change in this frame of context is explored. Mezirow suggests that learning
is a social process and discourse is central to making meaning (1997, p. 10). Similar to a
constructivist approach, learners become the most crucial participants in this experience. The
instructor is looked upon as a facilitator because the ultimate goal of learning is to create and
build upon students prior knowledge. This is done while simultaneously reflecting upon the
current knowledge of themselves, those around them and of course, the world surrounding them.
It is important to acknowledge that for adult learners, specific goals are intended to be
met during the transformative learning process, Mezirow (1997) provides insight on this notion:
Their goal is to become autonomous, responsible thinkers. Often, adult learners
immediate focus is on practical, short-term objectivesto be able to qualify for a drivers
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license, get a job or promotion, or teach a child to read. It is crucial to recognize that
learning needs must be defined so as to recognize both short-term objectives and longterm goals. The learners immediate objectives may be described in terms of subject
matter mastery, attainment of specific competencies, or other job-related objectives, but
his or her goal is to become a socially responsible autonomous thinker. (p. 8)
In my own experience, the vast majority of students who register for ESL or English
adult education classes in Montreal are newcomers who are looking for further education, to
immerse themselves in the culture of Quebec, to find careers, homes, rent apartments, participate
in daily commercial activities (acquire a Medicare card, drivers license, shop for groceries, etc.).
Therefore, being placed in a real-life learning situation while learning a language allows them to
meet their basic needs but does not allow them to think past these basic concepts. Incorporating
multiculturalism in the process of situating and settling themselves in a foreign place assists
newcomers in adapting and integrating into a new country. This type of learning, paired with
multiculturalism, also assists with long-term goals and stimulates students to question their prior
knowledge and preconceptions. According to Giroux (1988), The importance of students
becoming conscious of their own frame of reference takes on an added significance when that
frame of reference is informed by a mode of reasoning that helps them to link the personal to the
social; in other words, an epistemology that helps them to recognize the social, thus political
nature of thinking and acting (p. 52). Some of those goals might include the need to
communicate with others (native-speakers), explore the languages literature, music, history and
being able to enjoy the language on a leisurely basis and have cultural exchanges between
themselves and other individuals of different values.
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In order to meet both their short term and long-term goals, learners must be placed in
situations where discourse is present and be capable of orienting themselves within these
scenarios. All the while, they will be uncovering information that allows them to build practical
knowledge, act independently and make educated decisions. Thus, similar to a constructivist
stance the educators responsibility is to help learners reach their objectives in such a way that
they will function as more autonomous, socially responsible thinkers (Mezirow, 1997, p.8).
When dealing with language learning and acquisition of language, multiculturalism is an ideal
method. If a learner does not have other human beings to interact with while learning and is not
immersed in a stimulating social and cultural atmosphere, ultimately, this student will not be able
to actively engage in meaningful conversation or make sense of interaction. As such, it is crucial
for students to participate in role-playing, speaking activities and cooperate with peers both in
online forums and through spoken discussion. Learners place themselves at the forefront of
creating norms in the classroom by assisting one another while taking part in multiculturalism
activities. This allows learners to separate from their current conditions and knowledge base in
order to transform and embrace other cultures, ideas and identities in the classroom.
Multicultural Education Theories and Benefits

There are an array of different approaches, theories and ideas that revolve around the
notion of multicultural education. The common goals of multicultural education are building
stronger communities, allowing students to critique and critically assess the curriculum, thereby
dismantling power relations still present in schools today. Ghosh (2002) brings forward a
resilient definition, stating that:
Multicultural education must empower students to negotiate with the margins of their
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identities () it must aim to transform, not merely reform, the relations and meanings in
education (2002, p. 4). Ghosh also comments on the idea of hidden curriculum, stating
a redefined multicultural education focuses on altering the message of the hidden
curriculum to validate identity and self-concept in all students (2002, p. 77).
Gorski (2001) parallels Ghoshs view as he elaborates the dire need for a restructuring the
development of curriculum. He identifies multicultural education as a transformative movement
that promotes critical thinking and in effect, creates much more socially active members of
society (p. 1). Gorski also notes it is not simply a change of curriculum or the addition of
several activities into a class. It is a movement that calls for new attitudes, new approaches, and a
new dedication to laying the foundation for the transformation of society (p.1).
Leonardo suggests that critical analysis begins from the objective experiences of the
oppressed in order to understand the dynamics of structural power relations () it is not in the
interest of racially dominated groups to mystify the process of their own dehumanization (2004,
p. 141). This ultimately allows students to question and potentially overcome injustice, prejudice
and inequality from all types of diverse hierarchical facilities: the political realm, education
facilities, etc. In effect, by implementing these types of activities into the classroom, students
critical analysis skills will be highly sharpened in terms of social issues, responsibilities as
citizens and as members of humanity.
As such, teachers should strive to overlap past ideas with innovative ones. Mutual respect
should be the shared goal because if power structures are not challenged, equality will never be
met. Student empowerment is evidently an essential part of this process. Indiresan (2002) sheds
light on this concept and states, empowerment is a process of which helps people gain control
of their lives through raising their awareness and helping them take action and work () it
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facilitates change and enables a person to do what he or she wants. It is the feeling that activates
ones psychological energy to accomplish ones goals (p. 7). Curriculums and programs that
dedicate resources to strengthening equal environments while in turn, encouraging multicultural
beliefs within schools would prove to be extremely helpful for academic progression and serve
as life-long learning tools toward the success of students, particularly for future leaders.
METHODOLOGY AND DATA ANALYSIS

Methods Employed
For this particular study, I built a class website that includes ten different online
activities. Each activity related directly to multiculturalism in Quebec and explores societal and
educational issues that are commonly faced by newly landed immigrants. Students were
expected to complete the ten assignments through an online student forum and were then asked
to complete a reflective questionnaire on the entire process. Additionally, reflective surveys were
administered throughout the course of this research project. Throughout the study, a combination
of methods was employed to obtain substantial data. According to Denscombe, researchers can
improve their confidence in the accuracy of findings through the use of different methods to
investigate the same subject (2010, p. 139). Denscombe also suggests that where different
methods produce data that are more or less the same, the researcher can feel more confident in
assuming that the findings are accurate (p. 39).
This research entails a mixed-methodology approach consisting of Participant
Observation, Constant Comparison Inquiry along with the use of closed-ended surveys and
questionnaires. Participant Observation was the primary method of research employed. In order
to come to a better understanding of whether the implementation of multiculturalism shapes
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student community building and affects interaction amongst them, it was crucial to observe the
participants and record field notes during their execution of the classroom assignments.
Since a substantial portion of data collection was taken directly from field notes along with
the online-student forum responses, I felt it would be beneficial to crosscheck my findings using
an additional methodological approach. Therefore, I will also be using Constant Comparison
Inquiry in order to uncover recurring themes and frequent repetition of similar actions, attitudes
and responses in relation to students work. Due to the fact that these assignments became part of
the students overall grade, I employed this method to ensure that students were not simply
trying to provide me with the right answer, and that they were engaging in honest, truthful
recollection of their experiences. Using two different methods allowed me to feel more reassured
in my findings, especially since I will be able to base student performance not only on final
grades and participation, but on their attendance, collaboration, motivation and attitudes (from
what I perceive) as well as the suggestions they make to me. I will obtain their reactions
thorough an analysis of student feedback surveys and questionnaires that chart their final
thoughts on the multicultural activities that were integrated into the class as a whole.
I administered three reflective surveys to acquire a small frame of quantitative data in
order to further develop my study and in order to show the correlation between the two sets of
data that I obtain. Shah & Gorley explain that it is beneficial to fitting the traditional notion of
starting with qualitative methods to build an initial theoretical framework and then using the
quantitative methods to test and extend that theory (2006, p. 1831). Thus, if there is a
discrepancy I must be capable of recognizing it immediately; using two methods to analyze the
data will help tremendously in the data analysis process. The improved accuracy of my research
study results is the major reason I have implemented a mixed-methods approach. This falls
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directly in line with the principles of triangulation, the mixed methods approach provides the
researcher with the opportunity to check the findings from one method against the findings from
a different method (p. 39). Observation of the students will yield excellent results in terms of
their social and behavioral patterns; however, using some qualitative data will allow me to draw
conclusions in terms of their overall performance in the class (their grades, their improvement
in the English language, etc.) I want to see their reactions to the assignments and how they
answer the questions related to this area online and what is going on socially in the classroom
community.
Participants
The adult education class in which the study was conducted was comprised of 30
students: 20 male and 10 female. The majority of the students attending this class were
completing a level of Intermediate English 3. The demographics of the class were very diverse,
30% were from Asian countries (Afghanistan and Philippines), 30% were from North and
Central African countries (Algeria, Morocco, Nigeria, Burundi), 20% were from Middle Eastern
countries (Lebanon, Syria, and Saudi Arabia), 14% were from India and Sri Lanka;
approximately 5% were born in Canada and 1% born in the U.S.A. The majority of the students
were between the ages of 18 years old to 25 years old, with the exception of two students whose
ages ranged from 45-50 years old. In terms of religion, 45% were Catholic Christian, 30% were
Muslim, 19% were Sikh, 5% were Jehovahs Witnesses and 1% atheist. In order to obtain more
substantial data I asked the students to state the following about their backgrounds: Gender,
language at home, languages spoken fluently, length of time living in Canada, country of origin
and courses taken in Canada.
22
Procedures
For a period of six weeks (Monday-Friday) during a two-hour English class, students
were engaged in responding to online activities through blogging and student forum posts
relating to issues concerning multiculturalism, specifically in relation to Quebec society. Each
activity took the students approximately one to two classes to complete, depending on the class
discussion and group activities that stemmed from the particular activity. The activities that
students completed in class explored specific issues faced by Quebec residents along with those
faced by new immigrants to Canada and a few nuances to popular culture. The articles, videos,
activities were all very realistic and modern, which gave me a good idea of what students felt in
terms of being new citizens of a new country and province, what they enjoyed, what confused
them and what they felt was unfair in terms of multiculturalism. I also sought to discover what
their notions of multiculturalism were and how Canadian concepts of multiculturalism differed
from their fundamental ideas. The most important question I hoped to uncover was how the
integration of multiculturalism into a language class would affect student learning, success and
community.
Data Analysis
As previously mentioned, both Participant Observation and Constant Comparison Inquiry
were employed in order to obtain rich data. In order to get a thorough analysis of student
feedback regarding their reactions as well as their final thoughts on the multicultural activities
integrated into their class, and to acquire a small frame of quantitative research, I also
administered three final surveys. My research questions were directed at specific themes
pertaining to student experiences and interactions that would occur through completion of the
23
activities. As Constant Comparison inquiry entails, I used a means of coding in order to

categorize the data and observations that I collected from the participants. My data analysis
consisted of carefully reading of all of the student responses on the forum of the website I
created, as well as my field notes. Both qualitative and quantitative data will be collected using
this method. The final step was to uncover existing patterns and underlying themes in the data
that I have collected.
Strauss and Corbin (1990) describe several guidelines for coding data. For this study I
will be using open coding, which the authors describe as "the process of breaking down,
examining, comparing, conceptualizing, and categorizing data" (p. 61). This particular
approach will assist me greatly when identifying recurring occurrences, coming to a theoretical
understanding of what patterns are emerging in my classroom, and if any phenomena have
emerged amongst the collection of my data.
The study questions were open-ended, as I allowed the participants an opportunity to
provide full, lengthy responses to questionnaires and surveys. My research questions were
directed at specific themes pertaining to their experience and interactions that occurred through
completion of the activities and as well as through participant observation. My aim was to
uncover what topics were most appealing and useful for students, along with an idea of whether
their knowledge of multicultural concepts had grown and finally, their level of interest in the
project as a whole. I also included a reflective survey where I inquired if the knowledge acquired
in this class would be useful in their educational, personal and work life and which aspect of
multiculturalism they felt was most typically left out of schools along with one they would like
to see incorporated more often. Some responses were emailed to me directly and others were
displayed online.
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Below is the time frame and weekly schedule that I followed while conducting the class
during the 6-week period of the study, with each week representing 8-10 hours of class time.
Weekly Schedule:
Week 1
Introduction to Multiculturalism, explanation and navigation

through the class website, consent form explanation, question period.
Week 2
Students will complete assignments 1-2-3 (Field Notes)
Week 3
Students will complete assignments 4-5 (Field Notes)
Week 4
Week 5
Week 6
Students will complete assignment 10 (Final Questionnaire) (Field

Notes), final comments, thoughts and clarifications of the experience.
Data collection and analysis of three reflective surveys.
See Appendix A for breakdown of student assignments.

See Appendix B for reflective surveys administered. Results and recurring ideas have been
expanded upon and recorded in the research study results below.
Research Study Results

The conclusions of the data analysis along with the student responses on the webpage:
www.integratingmulticulturaleducation.weebly.com appear in the following four sections. The
conclusions shed additional light on the research questions that were presented at the beginning
of this study.
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1 Educational Benefits
The most common educational benefits that emerged from this study when using
multiculturalism as a teaching tool were the students proficiency, their ability to communicate
effectively and cooperate amongst each other, their ability to work in groups and their ability to
accept other students opposing ideology. Students refrained from talking out of turn and
interrupting each other, allowing their peers to finish what they were saying so they could
respond to that person. One-to-one dialogue between students became much more amicable and
accepting. Students were much more willing to learn from one another without criticizing each
other. Students mentioned that the activities strongly promoted group sharing and learning from
their peers. Ultimately, they were there to learn from one another and offered them a sense of
community and common ground within the class. Students continually socialized with one
another and also drew several comparisons to their home country and their countrys histories
throughout the lessons where they also had language laws, issues relating to colonization,
oppression, poverty and social factors. These lessons helped students not only highlight key
differences, but also draw similarities to their homelands.
When asked about the perceived consequence of learning with the use of
multiculturalism, one student, Rafael, mentioned the following Learning about multiculturalism
in the classroom adds value towards our learning experience. By introducing students to
controversial issues such as race and sexual orientation, we can learn a great deal. In addition to
becoming a better write we have learnt many important things that we were not so aware of
before this assignment. Another student, Bridget, has a similar experience she stated, The
assignments regarding multiculturalism really opened our understanding to other cultures and
other peoples opinions and shaped our perspectives positively. In addition, she added that the
26
students shared common ground and revealed, Whatever negative experience we have
witnessed is common to other immigrants no matter their status. She went on to explain how the
knowledge they gained from the assignments truly assisted to create a sense of oneness and unity
amongst the student body and no discrimination was present throughout the entire term.
2 Student Performance and Motivation

Multicultural education has the potential to create learning spaces in which students from
different cultures interact and respond to one another in often time an unfamiliar setting. This
type of learning environment allows them to bring personal experience, and enables them to
work and befriend individuals with differing cultural backgrounds, which may be a great
challenge for some. Using a constructivist approach assists with students who may struggle in
this domain and supports those who have a difficult time collaborating.
Since students in this English class come from various multiethnic backgrounds and are
newly landed immigrants into Quebec, it became evident to me that they wanted to expand on
who they are and where they come from. They are in this course because they want to acquire
their high school diploma and they want to acquire the best future for themselves in terms of
education and working. However, psychologically, they also want to develop their ideas and
share their own ideologies with their peers. Students were very motivated to do their work,
develop their own ideas and share with one another. The environment they were in was very
interactive; it was not a place where information was simply fed to them. Peer to peer learning
was crucial for completion of the student assignments, which enforced the construction of strong
bonds and community building.
27
When asked if these types of activities were effective as opposed to an alternative, one
student mentioned how he was truly inspired to share his views. He stated, These [multicultural]
topics do help in improving the learning within the class. Mainly, because people have very
strong opinions about these topics, otherwise, a dull and boring topic would make it very
challenging to write about. This students comment made me realize that students were
stimulated by the topics, especially those that allowed them to learn from one another. The
content was all very modern and encouraged them to speak out about these topics because it was
extremely relatable; it is going on around them and is what directly affects their lives. Inevitably
due to the current-ness of the material, the topic of multiculturalism is especially useful to them
because it encompasses all the trials and tribulations that they face in their everyday lives.
Students were therefore able to relate to one another and support one another while questioning
various societal structures.
3 Language Learning Goals and Promotion of Critical Thinking

There are many skills that students developed via learning about multiculturalism. When
one considers the broader spectrum of globalization and multiculturalism, there is so much to be
said under that umbrella. Whether the topic at hand was racism, civil rights, history, these all
opened the forum to discussion and critical inquiry. This was done through different methods of
English Language Arts, such as oral presentations, essay writing, debates, short stories, blog
writing, lyrics, music, poetry, etc. These tools exposed them to different forms of literature that
both improved and also enhanced their own language skills and proficiency. Moreover, they
promoted multicultural interaction and self-reflection.
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Critical thinking became automatic for students due to the fact that multiculturalism is
such a debatable topic and is not closed-ended. There is such an array of interesting topics, even
though we narrowed down our focus to Quebec society. The importance was promoting and
encouraging students to question establishments and expose them to diverse English Language
Arts tools and cultural materials. In the process, students wrote song lyrics, personal narratives,
took part in debates and gave thoughtful presentations regarding multiculturalism in Quebec.
One student, Gio, mentioned the following about cultural interaction and what it can teach us
about ourselves, In my opinion, multiculturalism is used as an indicator of social change,
referring to the changing ethnic composition of the population; an allegedly homogeneous
population has become more heterogeneous. Multiculturalism is an interpretation of the concept
of culture; there are no pure, original cultures. Each culture has incorporated elements of other
cultures, cultures are the result of interaction with one another, and culture is a continuous,
changing process. In this sense, the cultures of immigrants are seen as opportunities for the
enrichment of one's own culture.
When questioned about what multiculturalism meant to them, one student, Mary Jane,
gave an appealing vision and affirmed the following, For me, multiculturalism is a huge maze
because it talks and deals with differing views of different passages but its only one exit. In
school, we never learn the real multiculturalismwe just learn about food, culture, tradition,
belief, etc. when it comes to multiculturalism. This is the basic definition when people heard
about multiculturalism. Here in Canada, Ive only learned about the history of Canada. But back
in the Philippines, they teach us about world history. Its not only about my countrys history but
also all around the world. Multiculturalism can help people explore and have a vast knowledge
29
on this subject. We can always discover and learn in a new way, even though we all have
differences.
4 Teachers Multicultural Perspective and Highlighting Areas Typically Omitted

As the teacher, I did not have to tell/explain what multiculturalism was. The essence of
multicultural education was learned through actions, examples and through student collaboration
with one another. My multicultural perspective facilitated this because I left the forum very open
for students to ensure that they would feel comfortable and open to become more critical. Rather
than impose my paradigm, I allowed students to explore avenues in multiculturalism through the
areas that are typically left out of this domain and the results were astounding. This method
definitely helped to broaden their horizon because the teacher wasnt telling them what was
right or wrong, they learned this themselves through examination of material, through
collaboration amongst one another and through emotional learning.
In my past experience, I have witnessed many educators approach multiculturalism as a
systematic concept, additional lessons added to the curriculum, as opposed to attitudes and
ideas infused into the curriculum. The way I approach multiculturalism in my classroom is
characterized by openness and a willingness to learn from others. It is important to keep the
cultural identities of students in mind at all times and to be aware of ones own biases and
privileges. Although as teachers, we often feel as though our own beliefs and inclinations do not
overcome us; however, we too, have biases that may be prevalent and that we may even
unintentionally impose on our students. It is crucial that as educators, we try to put these
influences aside and try to remain as open as we can in terms of our differing beliefs. I was
30
committed to the critical dialogue of the students and ensuring they were constantly on task and
respectful during the process.
One area on which I placed an emphasis throughout my teaching is the role of the other
and the oppressed within our society. Typically, multiculturalism, specifically in high school
settings fosters an appreciation for equality, oneness, and peace. While these are all
important factors in multicultural education, it is increasingly important to highlight power
relations and have students think critically about victimization, racism, stereotyping and other
power struggles in our society. Throughout my created course pack and teaching, several issues
regarding recognizing bias and attitudes and allowed for students to think critically at ways to
change these views.
Due to the fact that the teacher remained very much on the outskirts and allowed students
to uncover their own meaning and draw their own conclusions to the material, the learning
process became much more efficient than a lecture-based course. This approach gave students a
chance to express their own views and come to their own sense of what it meant to be
multicultural participants in the classroom along with society. It gave them a chance to express
themselves in ways that they felt repressed before, when faced with this discussion of
multiculturalism and expressed feelings that they always have thought, but finally had the
platform to do it on. They mentioned how they were not guided to think this way and felt that
culture was more of an issue of acceptance, especially in terms of their immigrant status, they
felt more willing for Quebecers to accept them, rather than the other way around.
Leaving students very autonomous in completing activities did make me a little nervous
because I had no way of screening a blog comment prior to it being posted. I had to place a great
deal of trust in my students hands; however, they were all very expressive, respectful and
31
allowed for one another to express their feelings before moving on to the next activity. There
was barely any form of judgment on the online blog forum, the only recurring comments that I
got from students about Quebecers was their coldness towards people in general, not
specifically immigrants. At first, students appeared to feel more uneasy, as these activities were
not typical of an English class, for instance: challenging power structures, analyzing what was
missing from certain reports, authors purpose, etc. but once the class began reading over the
assignments and posted for the first time on the forum, student motivation and diligence to their
work became constant.
RECURRING THEMES
Throughout the student observation, interviews and surveys, several recurring themes
were noted. I have provided some description about their relevance below.
Willingness to Learn
While conducting the study, students from other classes would stop me in the hallways
and ask if they could join my English class. At first, I thought this was because we were the only
English class in the school using the computer lab; however, once students from other classes
started reciting what we had learned about the day before, I came to the realization that my
students were conversing about the material outside of the class. This lead me to believe that a
strong interest and desire to learn about other cultures was present within the school, and that
students were not being exposed to it in their other classes. When asked how much their
knowledge of multiculturalism has grown through participating in these activates, the following
was noted: 50% learned some new facts and information, 20% learned a great deal of new
information, 20% stated that every aspect of multiculturalism covered in class was brand new to
32
them and 20% stated that they were already familiar with a lot of the material. When questioned
about their interest-level when participating in the online activities, 57% indicated that they were
very interested, whereas 43% indicated that they were somewhat interested. Overall, these
results indicate a strong desire to learn and continue learning about multiculturalism in their
classroom settings. A staggering 90% of students specified that the knowledge and experience
that they gained through the class lessons would be useful in their educational, personal and
work life. It is without a doubt that student engagement, motivation and desire was present
throughout the six weeks of this study.
Emotional Learning
Associating an emotion to a learning experience is one of the most effective ways to
remember the knowledge at hand. Emotion was largely present throughout the majority of the
activities: 40% of the class noted that reminiscing on their experience of Culture Shock was the
most insightful and useful for furthering their knowledge in multicultural education. Students
noted that the five stages of culture shock brought them back to their first few weeks in Canada
and revisited all of those emotions of confusion, denial, rejection and acceptance of immigrating
to a new land. Much of learning occurs through reflection on ones own experience of hardship,
and, as such, students gained a lot away from this activity, as they were able to relate to being
strangers in a new land.
Relevance
The most common response from students in term of values of multiculturalism activities
was its relevance to their lives. Many students noted how the articles and videos struck very
close to home and how they were very much able to relate to concepts of isolation, culture shock,
identity issues and feeling very much like a stranger in a new land. Due to the positioning of the
33
lessons and the openness of the class, students felt a sense of liberation and were able to ask
questions to one another inquiring if they shared similar experiences, specifically questions about
Quebec society and their place within it.
Student Engagement in Multiculturalism Material
When asked What did you take away from these lessons? in the student reflection, on
more than several occasions, students mentioned how the activities assisted in having them come
to terms with accepting difference, building empathy and eliminating prejudice and racism. By
bringing real life situations into learning and having students place themselves in the role of the
oppressors, they were forced to contend with inequality head-on. Several student responses
elaborated that they came to a better understanding of what other peoples viewpoints and
culture and how these factors can directly and indirectly affect people, especially immigrants.
Debatable Topics
Students brought forward pertinent cultural questions that todays youth should be
asking. Two students went on a tangent about why Quebeckers are more apt to retain their ethnic
background than the other Anglophone provinces that they have lived in. Students brought up the
fact that in Quebec, they felt as though the preservation of national identities was more
prominent than in other provinces (specifically Toronto and Calgary). They mentioned how the
Quebec identity almost felt threatened in their eyes. Students would debate over various topics,
the most common were the demystification of stereotypes and common misinterpretations of
culture and beliefs. The various realizations that students (those partaking in the debate and those
who were spectators) came to terms with assisted them in learning to accept differences and
definitely supported in eliminating prejudice and racism.
34
Cross-Curricular Competencies
World History, Quebec History along with notions regarding colonialism, were often
brought up in class discussion. Also, social sciences, technology and various other subjects did
tie into our class discussions and student responses. This was definitely a positive aspect because
it got to the point where students were even questioning their History teacher and bringing in
articles from English class seeking further explanation from different members of the teaching
staff.
Teacher Comfort Level
While multiculturalism is a topic that I feel very passionate about and constantly
incorporate into my educational practice, at times it can be challenging. Truly, I feel teachers are
not adequately prepared to step into the educational spectrum with the amount of training they
are offered in this field. Teaching programs in Quebec offer solely one or two multicultural
education courses during the course of ones undergraduate degree. Though I did not feel
entirely confident for the outcome of my experience, I felt well prepared because I had just
completed a graduate-level multiculturalism class with Dr. Ghosh. I also took ample time to
research common trends in Quebec society and topics that I thought would be of interest and
relevance to the age group of students I would be teaching.
Quebec vs. Abroad
The following question was brought up by several students when investigating the
underlying difference between multiculturalism in Quebec and countries abroad: Where do you
draw the line between having a multicultural society and immigrants attempting to conform to
Canadian values? African and Middle Eastern students did comment several times that they
asked themselves to what extent should we conform to Canadian values whilst trying to retain
35
our ethnic identity? One student who shared this view, Hassan, informed me of his current
struggle, he stated, Arabic immigrants, such as myself, come here with a Muslim mentality and
we do not want to change our values because we are not interfering with anyone elses. I feel as
though the Quebec government thinks they have to accommodate us, when really all we want to
do is live a normal life and expressing our views and traditions amongst ourselves I feel as
though the government wants us to conform in certain regards. This was a common view from
various students from the Middle East. Many of them also commented on the Charter of
Values and how it felt like a direct attack on their beliefs and cultures and pondered how a
seemingly liberal province like Quebec would want to implement such a strict and regressive
law.
Several students made mention of their cousins who immigrated to Toronto and how they
felt as though they lost a lot of their culture an became more Canadian, whereas Quebec
immigrants felt a lot more in touch with their own cultures and cultural identities. Students also
revealed how many of them left their communist countries and feel as though Quebec in certain
ways reflects the same ideals, for example due to the strict enforcement of language laws.
Topics Typically Omitted
In terms of what is typically left out of courses offered in the high school and adult
education sectors: 80% of the class mentioned that sexuality is the number one topic omitted
from school curriculums and that they have never discussed this topic at school. In fact, many
mentioned that previous teachers would avoid the topic and disregard it all together when it did
emerge. The second most popular answer was gender and gender roles; students reported that
they had never truly learned about womens rights, feminism theories, discussed equality or
learned about gender roles. They also made reference to the Quebec History curriculum and
36
mentioned that in their countries, they learn world history and explored all countries, and instead
in Quebec, they noticed that it is very much concentrated on this unitary-society as opposed to
branching out and exploring diverse places.
Limitations to the Study

Although students agreed to have all of their work posted online, I decided that there
would be one exception, a more personal activity: Autoethnography. I feel that if all the answers
to every assignment had remained confidential, students would have been even more open and
honest in their responses. The reason for which I chose to have students post in a public forum
was because they all agreed to it in the consent form and I thought it would be beneficial to have
them respond to one anothers responses in order to create a dialogue and constant classroom
communication.
Time was an issue in terms of the computer lab where the research was being conducted.
The computer lab was shared amongst five teachers during a two-hour slot, so there were several
instances when I was not able to bring my class into the lab to complete the assignments. While
this wasnt the initial plan, I do feel that it gave me time hear the students reflections and it
allowed students time to do group work and collaborate in a more personal fashion in the
classroom (without the use of computers).
Finally, preparing students for final evaluations was required during this time as well. I
realized that I had to reformulate specific sections of my activities to prepare them for the
literacy aspect of the exams; however, in terms of self-expression and reflexivity, these activities
certainly prepared them for exams.
37
CONCLUSIONS AND RECOMMENDATIONS

Based on the observations, online student posts, charts and submission forms, a very
positive reflection of multicultural education has been brought forth.
In terms of student dropout rate, only one student dropped out from the class, which is a
huge improvement compared to past years, where the student turnover from classes is about 5-10
per class. The student who did withdraw from the class informed me that he started a full time
job, so the reason was known prior (two weeks before the final class). Students were very
engaged and remained on task while completing their assignments. They appreciated the fact that
they could respond to one another through an online forum and mentioned that they had never
done anything like this in school before. Using computers and electronic devices also gave them
an advantage with time requirements and deadlines. In addition, an online dictionary, translator
and digital assistance were more readily available to them when using the Internet. Student final
end of term marks improved by 10%, with the final class average at a staggering 80%. A sense
of trusty-worthy student community was definitely visible and created within the classroom.
Relevant material which was informing for students as new citizens to Quebec, proved to be very
useful in their journey to uncovering this novel cultural setting.
Obtaining pertinent resources offered an enhanced sense of understanding to students
before challenging power relations. Throughout classroom discussions, many students shared
emotional and recent recollections in which they were treated unjustly in their new province,
some even as second-class citizens. A sense of comfort and equitable understanding was visible
through their group interactions. For instance, some mentioned how they were lied to by
companies, denied jobs because of discrimination and even asked illegal questions during
interviews. The reason they did not stand up for themselves was because they were worried
38
about the consequences, however, after listening to a group of students conversing about these
topics, it became evident that students were becoming more understanding of their rights and
many actually claimed to no longer fear societal power relations.
The issues behind multicultural education appear to be widespread, as they are still
infiltrating our school systems today. With fixed structures put in place that negatively affect
students social constructs, disparage their perception of self and bind them to a biased
curriculum, minority groups are left practically voiceless and incapable of defense. With such
adverse factors working against them, how can we expect newcomers to Quebec to construct a
meaningful identity for themselves when the identities they are taught in school are distorted?
Ghosh (2002) affirms that many teachers must deal with the reality that biased textbooks and
media material are pervasive in schools. She suggests, rather than pose a problem, this may
offer an opportunity for classes to conduct a critical examination (p. 43). Lack of
empowerment, bias of omission and predominance of a male-centric curriculum are prominent
factors as to why students are not developing the values that they require to strive for excellence.
I believe that if students are exposed to multiculturalism, as a result, tolerance, equity and
a sense of understanding and appreciation for other cultures will be built. In doing so, the
promotion of cultural and linguistic diversity will be established and embraced. Not only is this
integration critical in our schools, but students should also be encouraged to prevent the silencing
of voices of oppression and taught to tear down pre-disposed conceptions of domination and
challenge social structures and values set in place. While differences such as race, ethnicity,
gender, and class should not affect how we treat each other, the social construction () makes
them difficult to ignore. Educators must be aware that these differences affect the behavior of
both those who discriminate and those who are discriminated against (Ghosh & Abdi, 2013, p.
39
63). Fundamental change is necessary and although Quebec is flourishing into an even more
multicultural society, additional educational tools should be granted in order to support equal
opportunity of all students. We, as a society absolutely need to discuss race and racialization,
alternate teacher training and rethinking the curriculum in our current schools. To ignore these
factors is just to perpetuate the status quo and the problems that come with that. By establishing
and maintaining specific sets of rules in regards to the curriculum (that schools should
implement) and improved teacher training in regards to multicultural education, I strongly
believe that subordinate groups would no longer continue to be marginalized in our society.
Educational reform, the reconsideration of old paradigms and alternate points of view are
all needed to create a just society. It is crucial that males look at the world through womens
eyes, that students imagine themselves in positions of privilege as well as the oppressed while
questioning societal structures and most importantly, that proper steps be taken to inspire and
empower students. Integrating multiculturalism in ones classroom inevitably builds higher selfesteem and mutual respect between peers, which in turn, enhances language learning and offers a
diversified pedagogical approach. In order to reach out to 21st century learners and their diverse
learning abilities, styles and needs, it is crucial to consider the encouragement, intrinsic
motivation and life-long learning possibilities that multiculturalism has to offer.
In future research, I plan to uncover the long-term attitudes of the students partaking in a
participant observation study before and after and how this experience affects their language
learning and integration into the school community. I plan to explore this primarily for its
pedagogical implications for educators and tools they can use for future structured interaction. I
also plan to research the barriers of multiculturalism in the classrooms as to uncover what
prevents multicultural education from being a daily practice in students and teachers lives.
40
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43
APPENDIX A
Description of Student Assignments
Assignment 1
Definitions and student mindsets regarding Multiculturalism in

Quebec society, their daily lives and in the educational realm
(online activities)
Assignment 2
Gestures from around the world: common or contrasting? (online

videos and activities)
Assignment 3
Culture Shock: A Fish Out of Water (online activities, article

analysis, comprehension questions, personal narratives, etc.)
Assignment 4
Socio-Economic Status: Exploring minimum wage in Quebec

(online activities, responses, views, etc.)
Assignment 5
What would you do? Sexual Orientation and Racism (online

activities, viewing of several videos, reactions, etc.
Assignment 6
Auto-ethnography (viewing of a video, online submission of

individual ethnographies, class discussions, etc.).
Assignment 7
Quebec Culture Lessons for Immigrants Questioned (online

activities, article analysis, comprehension questions, reflections,
debates, group discussions, etc.)
Assignment 8
Networking, Workplace and Language Laws in Quebec (online

activities, article analysis, class discussion, etc.)
Assignment 9
Culture and Popular Music: Gender Inequality (listening to

various songs, comprehension questions, historical reading and
analysis of song lyrics and deeper meaning)
Assignment 10
Student Reflections Regarding Multicultural Education and

Material used in class (online surveys and questionnaires, class
discussion, etc.)
44
APPENDIX B
Reflective Surveys

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Running

head: THE INTEGRATION OF MULTICULTURALISM IN AN ADULT ED. ENGLISH CLASS

The Integration of Multiculturalism in an Adult Education English Class

incorporation of multiculturalism (specifically learning situations) in an English class is strongly

Need for the Study

Research Study Objectives

Multicultural Education Theories and Benefits

METHODOLOGY AND DATA ANALYSIS

activities. As Constant Comparison inquiry entails, I used a means of coding in order to

Introduction to Multiculturalism, explanation and navigation

Students will complete assignments 1-2-3 (Field Notes)

Students will complete assignments 4-5 (Field Notes)

Students will complete assignments 6-7 (Field Notes)

Students will complete assignments 8-9 (Field Notes)

Students will complete assignment 10 (Final Questionnaire) (Field

See Appendix A for breakdown of student assignments.

Research Study Results

2 Student Performance and Motivation

3 Language Learning Goals and Promotion of Critical Thinking

4 Teachers Multicultural Perspective and Highlighting Areas Typically Omitted

Limitations to the Study

CONCLUSIONS AND RECOMMENDATIONS

Ghosh, R. (2002). Redefining Multicultural Education. Toronto: Nelson Thomson Learning.

Mezirow, J. (1997), Transformative Learning: Theory to Practice. New Directions

for Adult and Continuing Education, 1997: 512.

Definitions and student mindsets regarding Multiculturalism in

Gestures from around the world: common or contrasting? (online

Culture Shock: A Fish Out of Water (online activities, article

Socio-Economic Status: Exploring minimum wage in Quebec

What would you do? Sexual Orientation and Racism (online

Auto-ethnography (viewing of a video, online submission of

Quebec Culture Lessons for Immigrants Questioned (online

Networking, Workplace and Language Laws in Quebec (online

Culture and Popular Music: Gender Inequality (listening to

Student Reflections Regarding Multicultural Education and

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