Understanding the Meaning of Multicultural Collaboration in a Public-School EFL Class
Keywords:Multicultural classroom, adolescents, English, peace education, immigrant students
This phenomenological study sought to understand the meaning of multicultural collaboration in a Chilean English as a Foreign Language class purposefully selected because of its high percentage of students from different cultural backgrounds. Through participant observation and in-depth interviews, the essence of the phenomenon was identified. Findings revealed that the students’ and the teacher’s positive attitudes towards multiculturalism, along with their respect and acceptance for diversity, propitiated a healthy and safe learning environment that made multicultural collaboration possible. Future studies should explore how these conditions may be replicated in other multicultural educational scenarios.
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