Content Integration (International)

Challenges and Issues
On the Implementation
of the Content
Integration
International Context
 refers to race, ethnicity, class, sexual
orientation, religion, age and similar
criteria (Guvenc, 1994)
Multiculturalism  Generally it refers to societies' living
under a state roof ; speaking various
languages, belonging to different
religions, cultures, customs and
traditions (Gay, 2018)
 Defined as an idea, an educational
reform and a process that tries to create
educational opportunities for all
students from different races, ethnicities,
and social groups, therefore trying to
Multicultural change and restructure the whole school
Education environment (Banks et. al., 2001)
 Gay (1994), an education reform
movement to change structure of
educational institutions to give equal
opportunities to academic success.
a. Banks (2010) , to eliminate inequalities among ethnic
identities and social classes fairly with educational
practices
b. Kaya and Aydin, (2014, p. 39)

Why 1. Development of friendship
Multicultural 2. Eliminations of social disputes and socialization of
Education? individual
3. Combine multinational societies' forming a healthier
and more comprehensive cultural combination
C. Aslan (2017), Banks (1993) increase cooperation,

develop critical thinking skills and tolerance value, reduce
disciplined problems.
Teachers need to:
a. Adjust classroom environment by
accepting that students can differ in
Role of ethnicity, class, gender, language,
Teachers in belief system and sexual orientation
(Sinagatullin, 2003)
multicultural
education b. Teaching – learning process should be
planned
c. Teachers self efficacy in teaching
multicultural education
- approaches to integrate content about
Content
racial, ethnic, and cultural groups into the
Integration curriculum.
1. Contributions Approach
 When this approach is used, teachers insert
Content isolated facts about ethnic and cultural
Integration group heroes and heroines into the
curriculum without changing the
structure of their lesson plans and units.
2. Additive Approach
 The additive approach allows the teacher to
Content put ethnic content into the curriculum with-
Integration out restructuring it, a process that would
take substantial time, effort, and training as
well as a rethinking of the curriculum and
its purposes, nature, and goals.
1. Language barrier
2. Domination of different learning styles
3. The cultural difference can also be noticed in the
poorly formed speaker-listener relationships and
Challenges Of diverse patterns of cooperation and competition
Multicultural 4. Non-verbal behavior
Education 5. Presenting one topic from different perspectives
6. Diversity of extracurricular activities
7. Teaching communication skills
8. Constant work with parents
Low Academic Achievements
 Witsel (2003) noted that teaching and learning are not
Examples of easy work, even if students and teachers are of the
Current Issues same societal, economic, and cultural background.
in the  Therefore, they may face some difficulties in the
classroom when they deal with students and teachers
Multicultural who are from a different cultural background.
Classroom  This negatively affects the academic levels of students.
Thus, teachers should be provided with professional
development opportunities that
Adjustment to A New Cultural Environment
 reluctant to participate in activities or speaking in the
multicultural classroom because they are learning in a new
environment that is unfamiliar to them.
Examples of  As a result, teachers and students may have problems in
communication, teaching, and learning because students do
Current Issues not adapt to the classroom’s environment (Cooper, Helmes &
in the Ho, 2004).
 This same study shown that some activities in the multicultural
Multicultural classroom, such as group study, lectures, individual learning, or
Classroom cooperative learning, which require interaction and
communication, may not be familiar to all international
students. Thus, a new, unfamiliar environment is an issue for
some students that badly affects the students' achievement
because this educational environment differs culturally
(Cooper, Helmes & Ho, 2004).
Problems with Self as Well as the New Culture
 Trust problems with self as well as the new culture
 emotional relationship like confidence between
Examples of teachers and their students in the intercultural
Current Issues classroom
in the  This study also suggested that the teaching
material and approaches of teachers should be
Multicultural modified to recognize the students' cultures and to
Classroom gain students' trust. Therefore, students will feel
respected and safe with their teachers and
classmates (Multicultural education & curriculum,
2012).
According to Berry, 2001, Berry, 2005, the quality of
intercultural relations is underscored by three
fundamental principles.
1. Mutual respect and acceptance towards
Fundamental increased cultural pluralism is predicated by the
Principles on degree of confidence in one’s socio-economic
the quality security.
intercultural When individuals and groups lack confidence in
their identities, whether in terms of cultural or
relations economic status, they would be more likely to view
intercultural relations as competitive rather than
complementary.
Multicultural Hypothesis - heritage continuity
2. Cultural maintenance and intercultural contact
 Engagement with members of other ethnocultural
groups
Fundamental  Studies have shown that minority group members do
well in terms of psychological well-being when they are
Principles on able to combine their respective ethnic identities with a
the quality new national identity (integration strategy) rather
intercultural than assimilation (where minority group members
abandon their respective ethnic identities to adopt a
relations new national identity), or separation strategies
(where minority group members renounce the new
national identity to maintain their respective ethnic
identities).
Fundamental 3. Contact Hypothesis postulates that
Principles on intergroup contact will engender a more
the quality favourable outgroup attitude in an
intercultural environment where all groups are treated
relations fairly and with sincere, mutual respect.
Noor, N. M., & Leong, C. (2013). Multiculturalism in Malaysia and
Singapore: Contesting models. International Journal of Intercultural
Relations, 37(6), 714-726.
https://doi.org/10.1016/j.ijintrel.2013.09.009
Challenges Of Multicultural Education - Noplag Blog. (n.d.).
https://blog.noplag.com/challenges-of-multicultural-education/
References: Multicultural Education: Goals and Dimensions | UW College of
Education. (n.d.). https://education.uw.edu/cme/view
Alsubaie, M. A. (2015). Examples of Current Issues in the
Multicultural Classroom. Journal of Education and Practice, 6(10),
86–89. http://files.eric.ed.gov/fulltext/EJ1081654.pdf

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Challenges and Issues

b. Kaya and Aydin, (2014, p. 39)

C. Aslan (2017), Banks (1993) increase cooperation,

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