Multiculturalism in Teaching Oral Communication: Experiences, Challenges, and Strategies
Keywords:
Polytechnic University of the Philippines, Doctor of Educational Management, Multiculturalism, Foreign Language, ChinaAbstract
This study explored multiculturalism in teaching oral communication: experiences, challenges, and strategies using descriptive phenomenology which allows for a thorough investigation of respondents' lived experiences by documenting not only their responses but also the underlying motivations and emotions. Participants were English teachers handling oral communication among foreign students from Higher Education in China. Major findings of the study revealed: (a) The general experiences of participants teaching foreign students in their classes yielded the subsequent generated themes: Content Integration, Equity, Knowledge Construction, and Empowering School Culture collectively yielded the multifaceted nature of teaching international students; (a) The challenges participants’ encountered in teaching oral communication to students from various cultural backgrounds captured the generated themes are as follows: Content Integration that focuses on integrating relevant cultural contexts and materials to enhance understanding. Then, Knowledge Construction involves strategies to help students build knowledge and understanding through varied instructional methods. Third, Equity Pedagogy emphasizes accommodating diverse learning needs and promoting inclusivity in the classroom. Then, Prejudice Reduction which addresses cultural misunderstandings and promotes respect for diverse communication styles, and lastly, Empowering School Culture encourages supportive learning environments that foster collaboration and confidence among students; and the strategies participants employed to overcome the challenges yielded the following generated themes as follows: cultural responsiveness, effective communication, pedagogical flexibility, and engagement. These themes gleaned from participant replies highlight the need for a thorough and multidimensional method of instruction in schools with a varied student body. By putting these tactics into practice, teachers can establish a welcoming and encouraging classroom that fosters students' social and personal growth in addition to improving their academic achievement.
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