MULTICULTURAL EDUCATION AND STUDENTS‟ LANGUAGE PROFICIENCY 1

“How Can Secondary Language Teachers Raise Students‟ Awareness on Multicultural Education
While Developing Students‟ Language Proficiency?”

Jhoanna Pamela S. Dela Cruz

University of Santo Tomas-Graduate School

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Abstract

This paper aims to introduce some of the basic concept about multicultural education and it also

aims to outline and some of the means by which secondary language teachers may use in

increasing students‟ awareness on multiculturalism while developing their students‟ language

proficiency. It also hopes to establish effective language acquisition guidelines to possibly help

teachers in meeting the needs of diverse students.

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I. Introduction

In the past years, language teachers have been trying to refocus language teaching and

learning by means of fundamentally integrating the context of multiculturalism. According to

Liddicoat (2008), Languages education is increasingly emphasising the place of the development

of intercultural abilities in the teaching and learning of languages, and such requirements are

now common in curriculum documents around the world. He also stresses that this change in

emphasis has posed some challenges for the ways in which language teachers work. True

enough, second language teachers were faced into an arduous situation in trying to adapt with the

integrated approach. Such an approach requires teachers to develop students‟ language

proficiency by correlating culturally adaptable contexts. This is to assure that the educational

program will be able to realize the goals of multicultural education. Primarily, this aims to

empower the students and help them realize the advantages of multicultural transmission. Garcia

(2012), in his article “Multicultural Education in Your Classroom”, enumerated what he

considers as the goals of multicultural education and these include the following: creating a safe,

accepting and successful learning environment for all, increasing awareness of global issues,

strengthening cultural consciousness, strengthening intercultural awareness, teaching students

that there are multiple historical perspectives, encouraging critical thinking, and preventing

prejudice discrimination. He also specified the advantages of multicultural education according

to the National Association for Multicultural Education (NAME) and these are the following:

helps the students develop positive self-image, offers students an equitable educational

opportunity, allows multiple perspectives and ways of thinking, combats stereotypes and

prejudicial behaviour, and teaches students to critique society in the interest of social justice.

Given the goals and advantages of multicultural education, it is evident that teaching language in
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multicultural perspectives would develop the communicative intelligence of students and

encourage them to become interested and concerned of what‟s happening around a global scale.

Scholars lay their own assumptions concerning the multicultural approach in language

teaching. They post questions like “How fundamental is culture to language?” or “What role

does multiculturalism play in teaching and learning a language?” Some scholars believe that the

real essence of teaching language is to communicate with people who belong to different

cultures. To realize its essence is to know exactly why culture should be integrated to language

teaching and how it should be taught.

Language learning is said to be directly related to culture. That is, the way one uses the

language is dependent on his own cultural orientation. In other words, to be able to use the

language efficiently, one has to be properly oriented with his culture that he may be able to

produce the language appropriately. In connection to this, understanding cultural relativity and

differences would enable one to look at a wider perspective. Thus, raising students‟ awareness on

multicultural diversity would potentially develop students‟ attitude in relation to language

learning.

What is Multicultural Education?

Keith Wilson, in his article about multicultural education, describes it as an approach

relating to education and instruction designed for the cultures of several different races in an

educational system. He further relates it as an approach to teaching and learning which is based

upon consensus building, respect, and fostering cultural pluralism within racial societies.(2012)

McFadden and company (1997) noted on their paper analyses on multicultural &

global/international education that multicultural education strives to value and respect the
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uniqueness of persons within a common community. He also added that it expresses the

democratic ideals of equality, of unity within diversity, and of justice for all, free of any racial,

gender, or social class discrimination.

The concept of multiculturalism may be fundamentally regarded essential to

communication especially to those who believe that it gives people a sense of appreciation and

tolerance of culture other than their own. This, in effect, is considered an important channel

through which one can connect with other people. As quoted from Fox and Greenberg (2006),

“Intercultural language learning involves developing with learners an understanding of their own

language(s) and culture(s) in relation to an additional „Different Cultures‟. They stress further

that it is a dialogue that allows for reaching a common ground for negotiation to take place, and

where variable points of view are recognized, mediated, and accepted”. They mentioned further

that learners engaged in intercultural language learning and developed a reflective stance towards

language and culture, both specifically as instances of first, second, and additional languages and

cultures, and generally as understandings of the variable ways in which language and culture

exist in the world. As learners are encouraged to develop understanding of their own culture and

other cultures as well, they are also inspired to react and take a stand on issues concerning other

cultures. Consequently, it doesn‟t just help one broaden his horizon but also allow him to

develop his whole personality and eventually lead him to value cultural diversity.

Curriculum Integration

Curriculum developers have the same inclination towards multicultural education which is

perhaps the reason why it has been established as a indespensable facet of every curriculum. The

potential outcomes of the integration may have seen to help uplift the system of education
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proliferating around the world and also to help the students realize their role in the global

community. Fox and Greenberg(2006) agree that effective education, and in particular the

infusion of multicultural perspectives into our K–12 foreign/world language classrooms,

begins with establishing effective relationships and recognizing that students, teachers,

their classroom interactions, and their curriculum all function in an inextricably

interconnected way. This interconnectedness should urge all concerned to assume

responsibility in promoting reverence towards racial variation.

Literature has often been the springboard from which culture is transmitted to the

learners. Scholars believe that trom great texts bring forth marvelous wisdom. By the time we

start to read relevant works of literature, we already opt to unravel the mysteries of the world,

exposing our minds of the epochs of the great civilizations and uncovering the realities of others

which are still unknown to us. Debbie Ryan (2011) in his commentary about English literature

said that literature is a part of our cultural heritage which is freely available to everyone, and

which can enrich our lives in all kinds of ways. He shared further that literature can give us

glimpses of much earlier ages. By all means we can say that our culture was embedded into these

great works of literature. Hence, working on these great creations would enable us to understand,

explore and appreciate other cultures around us. McFaden, John, and company (2007) postulated

that multicultural education strives to value and respect the uniqueness of people within a

common human community. It was actually an expression of the democratic ideals of equality,

of unity between diversity, and of justice for all. The curriculum, so to speak, was designed to

practically achieved certain levels of standards. These standards remain a pivotal element on the

development of every individual. That being the case, the integration of the cultural perspectives
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to the curriculum may be of significance since the vision of multicultural education and

aspirations of curriculum enhancement are all correlated.

PRACTICAL ASSUMPTIONS; AN ANALYTICAL PERSPECTIVE

11 PDF (P.384) CRITICAL ASSUMPTIONS

Some educators believe that multicultural education should be integrated with the

language curriculum, while some assert that they should be taught separately as individual

distinct fields. It is still a persisting issue whether some cultural aspects should really be

integrated to language teaching or not. In teaching grammar for example, before discussing a

particular grammar lesson a teacher may tackle an article first which in a way maybe connected

to the grammar lesson. That is, it becomes a springboard in teaching language. Nevertheless, it is

already a common practice here in a Philippine classroom. Curricula were designed to address

multicultural awareness and though some would still disagree of the method, nothing has been

done to change it. Sellami (2000) states in his study about culture that studying a language must

include significant learning about culture, both implicitly and explicitly depending on local

educational specificities for the two are inseparable. In this sense, effectively learning a language

requires a thorough examination and understanding of the cultural context where it proliferates.

Sellami also expressed that cultural learning allows students to view the world in multiple

perspectives which would actually help them adapt with the instantaneous transformation in the

global community.

Language is very much pivotal to culture. Why and how languages are used is entirely

based on cultural patterns and practices. These cultural perspectives makes the learning of a

language meaningful. Without a particular context, it would be futile to teach language for it
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would not be aplied at all because again, language works depending on a particular cultural

context.

Language teaching is not just learning the rules of grammar and the formation of words

to form sentences and complex conversations. Language is arbitrary, thus, language evolves not

because of the need to form grammatically correct utterances but the need for communication

and further for survival. That is, we would have not learned a language if not because we need to

understand each other. Hence, everything is influenced by the culture with which one belongs. In

the view of language learning, we wouldn‟t really understand how a language works if we are

not aware of how its culture operates. That is, a person can‟t speak with people of another culture

if he doesn‟t have any idea of their existing norms and practices.

LANGUAGE PROFICIENCY

The greatest accomplishment of a language teacher is probably to be able to develop his

students‟ language proficiency with a focus on all aspects of human development. It is actually

more than what each words mean but entails mastering both the language and a multitude of

contexts. Proficiency requires one to be both accurate with the use of the language with

conformity to the cultural factors with which the language evolves. That is, not restrained on just

learning a very limited number of contexts but being able to look at a wider perspective on using

and analyzing a language.

Burger, etc. (2007), on their research about English language proficiency assessment in

the Pacific Region, defines language proficiency as consisting both receptive (reading and

listening) and productive (speaking and writing) language skills. They further added that it also

involves social and academic prowess. This is to say that language proficiency stimulates one to
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generate a language and use it for effective communication. Notice that language proficiency

requires one to develop not just one but all the four macro skills (reading, listening, speaking,

and writing) simultaneously. Proficiency, then, can be relatively measured by the degree of

which a person can perform the four macro skills without fear of committing mistakes. Social

and academic factors should also be taken into consideration. That is, whatever skill/s one is

performing, the inclusion of social and academic factors should also be regarded.

Razmjoo & Movahed (2009), On the relationship between socio-cultural factors and

language proficiency, states that language proficiency or linguistic proficiency as a measure of

language achievement is a way to understanding learners‟ language development. In the process

of language development, there are a number of factors which play an important role, factors

such as learners‟ first language, learners‟ beliefs about language, motivation, cultural background

and learner‟s style. Since these factors have a direct impact on learners‟ language proficiency, it

is of paramount importance to explore them. Among Socio-cultural factors are important factors

the effect of which on language proficiency is worth studying since the findings of such study

would have important implications for language instruction.

However, developing students‟ language proficiency requires a lot of patience and

understanding on the part of the teacher. Developing all these factors entails more effort than just

what is required in developing various skills independently.

IMPLICATURES / STRATEGEMS FOR CLASSROOM PRACTICES

A great many studies were conducted to find out the relationship between language

proficiency and diverse cultural variables. The point of such studies is to find out if cultural

variables in actuality affect students‟ degree of language proficiency.

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