Global villages in the classroom: The need for inclusive strategies using global education and multicultural educational principles

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Phillips-­Jefford, Munjeera
global education , multicultural education , English‑language education , social justice , immigration
The purpose of this study was to examine whether English as a Second Language (ESL) instructors’ ethnocentrism could be reduced using multicultural education (MCE) principles. While ESL instructors were conscious of systemic barriers, media stereotypes, and bullying, more diversity training is required in order to improve teachers’ attitudes, responses, and instructional strategies regarding integration issues. It was also determined that MCE principles could be effectively employed to raise awareness of issues surrounding integration and assimilation in ESL classrooms. When immigration, human rights, and multicultural policies were critically examined, ESL instructors were able to improve their cross-­‐‑cultural skills in the classroom to be more inclusive towards diverse ethnic groups. Giving learners greater opportunities to express themselves resulted in the validation of immigrants’ knowledge and skills leading to a more meaningful learning experience for students and teachers.
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