What can we learn from successful multicultural teaching practices in three compulsory schools?

Abstract

In recent years, the number of immigrant students has increased considerably in compulsory schools in Iceland. Research shows that the achievement of these students on comprehensive national examinations is relatively low (Almar M. Halldórsson, Ragnar F. Ólafsson, Óskar H. Níelsson and Júlíus K. Björnsson, 2010). It is accordingly of interest to examine successful multicultural schools, i.e. their values, teaching emphasis and structure. What are the major factors in multicultural schools that contribute the most to helping all students to function effectively? Multicultural education incorporates the idea that all students, regardless of their gender, language and social class and their ethnic, religious, racial, or cultural characteristics, should experience educational equality. Scholars claim that students can best achieve control of their lives and situation if the school environment is characterised by democracy and empowerment. Culturally responsive pedagogy is also claimed to be necessary in empowering diverse students (Banks, 2010; Nieto, 2010). Data was collected from three schools, two in the capital Reykjavik, Iceland, and one in London, England. Immigrant students were in large numbers in all these schools and the schools had all developed effective working procedures to meet their needs. The ratio of the immigrant students was 20%, 40% and 80% in the schools. A number of teachers in all these schools were interviewed, as well as school managers. In all cases school managers were interviewed first – one manager at each school. They were asked to suggest teachers to interview, i.e. teachers with considerable experience at their schools in working with immigrant students. Thirteen teachers were interviewed. Home pages and other written documents were also examined from all the schools. The data collection took place April to June 2010. In the data collection, an emphasis was placed on trying to discover what contributed the most to helping the immigrant students to function effectively. The findings show that all the schools have evolved a specific strategy for working with immigrant students. All the schools have developed clear visions and structures concerning teaching and learning, with the values of respect, equity and democracy as the guiding elements. In all the schools, key administrators showed great ambitions for multicultural education. They were all up to date in research on multicultural education and developed and adjusted the working procedures in their schools accordingly. In all the schools, support for teachers concerning multicultural work was a strategic part of their in-service plans. In each school, one or more selected teachers were responsible for the multicultural programme at their school. Teaching strategies were based on collaboration and pedagogical conversations in all the schools, i.e. all the students were taught the importance of confronting critical issues with discussions. Generally, teachers kept good records of students’ academic work and made demands concerning academic achievement. They also maintained good relations with their students. Mastering the “new language” was considered the key for success in all the schools and “the language” comprised a significant aspect of the curriculum. The emphasis was both on interpersonal communication skills, as well as enhancing academic proficiency. The immigrant students in all the schools received instruction in a variety of subjects, resulting in active participation with their school peers. They were also assisted with their homework and were strategically placed in their classrooms in order to avoid the isolation of certain students. All the managers and the teachers took a very determined standpoint against prejudice and bullying in their schools. In all cases there was a detailed process for dealing with such problems. Teaching religious studies was considered a significant tool for sensitizing students to the various religions, and to diverse beliefs. The schools were all proactive in communicating with parents and considered cooperating with them an important element for success. The parents’ associations provided active support in all the schools. In one of the schools, parents wanted to receive guidance on how to assist their children with their studies. The two Icelandic schools offered specific courses for parents concerning their support role as well as leisure and sport activities available to students. These courses were offered in several languages. None of the schools offered lessons in the students’ mother tongue, but parents were encouraged to talk