Designing a Multicultural Curriculum Model for English Language Teaching in Iranian High Schools

Subject Areas :

Hossein Safarpour ¹ , Davood Mashhadi Heidar ² , Ramin Rahimy ³

1 - Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekanon, Iran
2 - Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
3 - Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

Received: 2024-04-03 Accepted : 2024-06-03 Published : 2024-04-03

Keywords: Multiculturalism, Multicultural Curriculum Design, Curriculum, Multicultural Components,

Abstract :

The present study aimed to create a diverse curriculum model for teaching English in high schools in Iran. Utilizing an exploratory mixed-methods design to collect the desired data, the study enlisted the participation of 38 Iranian curriculum designers, with a gender distribution of 26 males and 12 females. To evaluate the model, a questionnaire was developed, and its reliability was gauged using Cronbach's Alpha. The validity of the curriculum model was established through Exploratory Factor Analysis employing principle component analysis (PCA). In qualitative phase, the analysis of the data uncovered several key components of the multicultural curriculum, including multicultural education, cultural diversity, and equity pedagogy, social, gender, and educational equality, prejudice reduction, upholding the intrinsic dignity, equity pedagogy, empowering school culture. Furthermore, the proposed model encompassed four essential elements: objectives, content and learning activities, methods, and evaluation. The results of quantitative phase of the study indicated that the multicultural curriculum model was deemed valid by designers in the field of curriculum development. As a result, it is recommended for adoption by English language educators in Iranian high schools.

References:

Abacioglu, C. S., Epskamp, S., Fischer, A. H., & Volman, M. (2023). Effects of Multicultural Education on Student Engagement in Low- and High-Concentration Classrooms: the Mediating Role of Student Relationships. Learning Environments Research, 26(3), 951–975. https://doi.org/10.1007/s10984-023-09462-0

Abacioglu, C. S., Volman, M., & Fischer, A. H. (2019). Teachers’ Multicultural Attitudes and Perspective Taking Abilities as Factors in Culturally Responsive Teaching. British Journal of Educational Psychology, 90(3), 736–752. https://doi.org/10.1111/bjep.12328

Adams, K. L. & Adams, D. E. (2003). Urban Education: A Reference Handbook. ABC-CLIO. pp. 31–32. ISBN 9781576073629.

Ahmadi, J. A. S., & Sadeghi, A. (2016). Designing and validating multicultural curriculum model in Iran public educational. Journal of Curriculum Studies (JCS), 10(39), 71-108.

Akar, C., & Ulu, M. (2016). Attitudes and opinions of classroom teacher candidates regarding multiculturalism. Education, 137(2), 220-232.

Asrianti, A., Iskandar, I., & Patak, A. A. (2022). The Implementation of multicultural-based English language teaching in a language institution. IJHI (International Journal of Humanities and Innovation), 5(2), 67–73. https://doi.org/10.33750/ijhi.v5i2.150

Balci, C. (2023). A Systematic Approach to Critical Multiculturalism and Teacher Education in EFL Context: An Integrative Research Review. The Literacy Trek: Refereed Journal of Literacy and Language Studies, 9(1), 69–87. https://doi.org/10.47216/literacytrek.1196625

Banks, J. A., & Banks, C. A. M. (2019). Multicultural education: Issues and perspectives. John Wiley & Sons.

Banks, J.A. (2016), “Multicultural education: characteristics and goals”, in Banks, J.A. and McGee Banks, C.A. (Eds), Multicultural Education: Issues and Perspectives, 9th ed., Wiley, Hoboken, NJ, pp. 2-23.

Blue, C., Mupinga, D., Clark, A., DeLuca, V. W., & Kelly, D. (2018). Multiculturalism in the classroom. Technology & Engineering Teacher; Reston Vol. 77, (7), 25-31.

Cherng, H. Y. S., & Davis, L. (2017). Multicultural Matters: An investigation of key assumptions of multicultural education reform in teacher education. Journal of Teacher Education, 70(3), 219–236. https://doi.org/10.1177/0022487117742884

Chung, E. (2018). The Effect of Multicultural Education in Public Schools within Different Socioeconomic Environments. An unpublished thesis submitted to The Johns Hopkins University, Baltimore, Maryland. December 2018.

Colombo, E. (2015). Multiculturalism: An overview of multicultural debates in western societies. Current Sociology, 63(6), 800–824. https://doi.org/10.1177/0011392115586802

Corbin, J. & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications.

Creswell, J. W. & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th Edition). London: SAGE Publications.

Davis, A. (2017). “The real Toronto;” Black youth experience and the narration of the multicultural city. Journal of Canadian Studies, 51(3), 725-748. doi: 10.3138/jcs.2017- 0039.r1

Dias, D., (2019). "Effects of Multicultural Education on English Language Learners". Capstone Projects and Master's Theses. 529. https://digitalcommons.csumb.edu/caps_thes_all/529

Ehsani, F. (2021). English School Teachers with a Background in Translation Studies: Exploring Multiculturalism in School Curriculum. Journal of Language and Translation, 11(2), 69–87. https://www.magiran.com/paper/2288903?lang=en

Eisner, E. W. (2002). The three curricula that all schools teach. In The Educational Imagination: on the design and evaluation of school programs. 3rd edition. Merrill Prentice Hall.

Fazeli, N. (2016). Nazariyehā-ye farhangi ra čegune va čerā tadris konim [Why and how teaching cultural studies]. Cultural Studies & Communication, 12(44), 13-38.

Gay, G. (2004). The importance of multicultural education. The curriculum studies reader, 315-320.

Gagnon, A., & Iacovino, R. (2016). Interculturalism and multiculturalism: similarities and differences. In Edinburgh University Press eBooks. https://doi.org/10.3366/edinburgh/9781474407083.003.0005

Giselbrecht, M. (2009). Pluralistic approaches – A long overdue paradigm shift in education. Scottish Languages Review, 11-20.

Goo, Y. (2018). Multicultural literature education: A story of failure? Society, 55(4), 323-328. doi: 10.1007/s12115-018-0262-x

Gorski, P. C. (2009). What we’re teaching teachers: An analysis of multicultural teacher education coursework syllabi. Teaching and Teacher Education, 25(2), 309–318. https://doi.org/10.1016/j.tate.2008.07.008

Hajisoteriou, C., & Angelides, P. (2016). Promoting immigrant parental involvement in culturally-diverse schools through a multiple perspectives approach. International Journal of Pedagogies and Learning, 11(2), 145–162. https://doi.org/10.1080/22040552.2016.1227254

Johnson, Dirk (2007-11-04). "Small Campus, Big Books". The New York Times. Retrieved 2010-05-22.
Kelly, A.V. (2009). The Curriculum: theory and practice (6th ed.). ISBN 9781847872746.

Lin, G., Brown, D., & Durst, D. (2019). Chinese international students’ experiences in a Canadian university. Journal of International Students, 9(2), 582–612. https://doi.org/10.32674/jis.v0i0.272

Mehr Mohammadi, Mahmoud, (2000). Rethinking teaching -learning process and teacher training, school publications, Tehran (2nd ed.). New York: Teacher's College Press.

Mohammadzadeh, B. (2009). Incorporating multicultural literature in English language teaching curriculum. Procedia - Social and Behavioral Sciences, 1(1), 23–27. https://doi.org/10.1016/j.sbspro.2009.01.008

Mostafazadeh, E., Keshtiaray, N., & Ghulizadeh, A. (2015). Analysis of multi-cultural education concept in order to explain its components. Journal of Education and Practice, 6(1), 1-14.

Parker, J. L. (2019). Multicultural Education as a Framework for Educating English Language Learners in the United States. International Journal of Multidisciplinary Perspectives in Higher Education, 4(1), 22–35. https://files.eric.ed.gov/fulltext/EJ1239352.pdf

Portera, A. (2004). Stereotypes, prejudices and intercultural education in Italy: Research on textbooks in primary schools. Intercultural Education, 15(3), 283–294. https://doi.org/10.1080/1467598042000262572

Sadeghi, A.R. (2010). Reviewing the national curriculum of the I.R. of Iran using a multicultural approach. Journal of Curriculum Studies (J.C.S.),5(18), 190-215.

Salimi, E. A., & Rad, M. R. (2024). Nurturing multiculturalism in Iranian EFL teacher education: an in-depth scrutiny of experts’ and teachers’ perceptions. Asian-Pacific Journal of Second and Foreign Language Education, 9(1). https://doi.org/10.1186/s40862-023-00231-3

Serafimovska, S. (2021). Multicultural in English language teaching. Knowledge - International Journal , 49(6), 1247–1251. Retrieved from https://ikm.mk/ojs/index.php/kij/article/view/4498

Stika, P. (2012). The role of values in teaching. Bachelor thesis, Masaryk University. Retrieved from http://is.muni.cz/th/327584/pedf_b/Petr_Stika_-_Bachelor_thesis_ _The_Role_of_Values_in_Teaching.pdf

Sudartini, S. (2009). Multicultural-Based English Language Teaching, one way of maintaining Nation Identity. Pasca Sarjana UGM, No ISBN Proceeding, 978–8683.

Tiedt, P. L. (1990). Multicultural Teaching: A handbook of activities, information, and resources. 3rd edition. Allyn and Bacon; 3rd edition (January 1, 1990) 418 pages. ISBN-10 : ‎ 0205122140.ISBN-13 : ‎ 978-0205122141.

Wiles, Jon (2008). Leading Curriculum Development. Corwin Press. p. 2. ISBN 9781412961417.

Zohrabi, K., Razmjoo, S. A., & Ahmadi, A. (2019b). Developing and validating a pluralistic Curriculum (PC) model for English teaching in Iranian high schools. Journal of Modern Research in English Language Studies, 6(1), 0. https://doi.org/10.30479/jmrels.2019.10021.1265

Zokaei, M.S. (2022). Teaching cultural studies in Iran: Obstacles, experiences and recommendations. Journal of Iranian Cultural Research, 15(3), 1-29. doi: 10.22035/jicr.2022.3055.3385