International Journal of Multicultural Education
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Teaching Through a Transformative Lens: Exploring Teachers’ “Trans” Perspective in Diverse Classrooms
No full textEmploying the three “trans” concepts – translanguaging, transnationalism, and transculturalism – as a theoretical framework, this qualitative study examines teachers’ lesson plans, classroom fieldnotes, and journal writings that critically reflect on their teaching practices to explore how they provide transformative learning spaces in their racially/culturally/linguistically diverse classrooms. The findings show that the teachers reshaped their views on students’ translanguaging, prepared their lessons from the “trans” perspectives, and challenged current mainstream discourses by disrupting monolithic conceptions. The study provides implications that educators can create a transformative learning space in achieving social justice and equity by using assets-based lenses in their curriculum
Generative AI in Multicultural Classrooms: A Narrative Inquiry into International Students' Experiences
No full textThis study investigates generative artificial intelligence (GAI) use among international undergraduates in multicultural educational settings at a Thai university. Using narrative inquiry with 64 students from 10 countries, it explores students' discourses and practices around GAI. A deductive thematic analysis revealed key themes: Benefits in learning and efficiency, dependency risks, the need for balance between tool and crutch, and concerns about academic integrity. Students’ uses of GAI included research, information gathering, writing assistance, brainstorming, and language translation, offering nuanced insights into GAI’s role in multicultural higher education
Exploring the Enablers and Barriers of Developing Remote Cross-cultural Collaboration Between a Rwandan Primary School and a Welsh University
No full textThe study identifies key enablers and barriers to effective remote cross-cultural collaboration between Rwandan primary teachers and Welsh academics engaged in collaborative learning. Qualitative analysis of focus group data identified the role of shared interests, consistent communication, and cultural sensitivity in enabling successful collaborations and the potential of technology and logistics to create barriers. The study extends an established framework of first- and second-order barriers to include enabling influences, highlighting the important role of internal factors such as cultural perceptions and personal attitudes in remote cross-cultural collaborations, and providing new insights for educators and policymakers.
Confronting the Raciolinguistic Hegemony of White Standardized English in U.S. Literacy Education: Promoting Multilingualism in Policy, Theory, and Practice
No full textThis conceptual article discusses language ideologies in the context of white standardized English hegemony by critically examining historical and contemporary perspectives on U.S. language policy across the intersection of race and language. Its primary goal is to promote equitable multilingualism in literacy education in the United States. Because educational language policy is inseparable from its colonial history, equity cannot be achieved without structural changes. Through a critical examination of policy, theory, and practice, this article emphasizes the role of raciolinguistic ideologies in literacy instruction, offering recommendations for research and practice to support more equitable approaches to instruction for multilingual learners
Teacher Origin and Its Influence on Thai Students’ English Proficiency and Cross-Cultural Competence
No full textThis study addresses the underexplored dynamics among local Thai teachers, native English-speaking teachers (NESTs), and foreign non-native English-speaking teachers (NNESTs) in Thai English education. Conducted with 30 English majors at a southern Thai university, this phenomenological qualitative study used reflective essays and thematic analysis. Four themes emerged: Thai and NNESTs were preferred for grammar and accuracy and fostered student confidence, while NESTs were preferred for pronunciation and speaking skills. Additionally, exposure to diverse teachers enhanced cultural and communicative competence. Findings revealed the complexity of language learning experiences and unique contributions of each teacher type to student proficiency and satisfaction
Uncovering Third Space in Virtual Transnational Partnership: Transdisciplinary and Transcultural Transformation
No full textThis qualitative case study explores how two English language teachers from South Korea and Taiwan developed transcultural dispositions as they participated in a virtual professional development program. The study employed third space as a conceptual framework and the third generation of cultural-historical activity theory (CHAT-3rd) as an analytical framework to uncover the teachers’ learning experiences. Findings from this study reveal the dynamic and complex process of becoming a trans-educator through transforming one’s professional identity and teaching practices. This study contributes to inclusive and responsive educational practices that reflect the complexities of globalized teaching and learning environments
“It’s Our Job to Normalize It”: Incorporating a Translanguaging Pedagogy into Pre-Service Teacher Preparation
No full textChildren’s language practices are critical to identity and can be prioritized by incorporating a translanguaging lens into elementary classrooms. Such incorporation varies based on an educator’s awareness and skill set, making it essential for pre-service teachers (PSTs) to learn to create linguistically safe spaces. This article discusses activities PSTs engaged in to examine their language associations, consider how this impacted their chosen pedagogies, and explore the use of a translanguaging framework to push against harmful associations
Helping Students to Reflect on Their Own Intercultural Learning
No full textThis study reports on a qualitative multiple case study evaluating an innovation to enhance student reflection on intercultural learning at a Japanese university. The innovation involved students writing letters to themselves at the start of a 15-week programme and revisiting them at the end. A content analysis using Kember et al.’s (2008) reflective framework compared reflections from 50 students who participated in the innovation with 50 from prior cohorts. The innovation indicated deeper reflection and reassessment of students’ cultural assumptions. By emphasising individual student insights over standardised learning, the study contributes to equity-oriented, context-sensitive approaches to reflection in intercultural learning in higher education.
Rehearsing a Revolution: Boal’s Forum Theater as a “4 trans+” Approach to Bi/Multilingual Teacher Preparation and Development
No full textIn this paper, we, university instructors, explore the possibilities of Forum Theater and its potential significance for preparing future/practicing teachers to work with bi/multilingual populations. Inspired by a 4-trans+ approach, we use arts and community-based (ACB) pedagogies influenced by Arts Practice Research. Our analysis reveals the power of a 4-trans lens with the addition of transmediation to mitigate teacher learners’ fear and anxiety in working across difference, breaking down stereotypes, developing interculturality (including critical consciousness), and facilitating a sense of belonging and agency among participants
“Encontré Algo Mejor” / “I Found Something Better”: Trans- Perspectives and Raising Critical Consciousness with Secondary Bilingual/Multilingual STEM Teachers
No full textThis study presents findings from a professional development project that engaged secondary school in-service STEM teachers in transformative perspectives to make sense of theory, practice, and action in multilingual STEM classrooms. In particular, we examine how teachers engaged with translanguaging, transdisciplinarity, and transculturation in critical reflections and course discussions to promote critical consciousness. Findings reveal that trans- perspectives were interconnected and integral in promoting criticality and equity-minded STEM teaching in bilingual contexts. Teachers historicized personal experiences through translanguaged narratives; connected and integrated STEM language and content knowledge through transdisciplinary practices; and grappled with the role of culture in STEM learning through transcultural repositioning