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Multicultural education has been claimed to ignore "minority students' own responsibility for their academic performance." [38] Another critique claims that "multicultural education theories and programs are rarely based on the actual study of minority cultures and languages." A third states, "The inadequacy of the multicultural education ...
Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
To provide culturally responsive education, the program developed curriculum and textbooks for classes I to V, emphasizing a first language-based multilingual education approach for tribal children. Teachers from the respective language communities were appointed to teach in the schools, ensuring a stronger connection between the students and ...
While there has been significant research on the "bilingual brain," research specifically on how bilingual education impacts brain structure and activation is fairly limited. Though much of the research on bilinguals shows that the benefits of bilingualism are maximized when children are exposed to multiple languages at an early age, [ 27 ] as ...
The IJME was founded in 1999 as Electronic Magazine of Multicultural Education. [1] It offers a forum in which scholars, practitioners and students of multicultural education share ideas to promote educational equity, cross-cultural understanding and global awareness in all levels of education.
In the article it stated, "Segmented assimilation theorists argue that students from less affluent and racial and ethnic minority immigrant families face a number of educational hurdles and barriers that often stem from racial, ethnic, and gender biases and discrimination embedded within the U.S. public school system". [33]
The arguments regarding the perceived rights to a multicultural education include the proposition that it acts as a way to demand recognition of aspects of a group's culture subordination and its entire experience in contrast to a melting pot or non-multicultural societies.
This was the first explicit language policy in Australia and combined a focus on multicultural rights (through support of community languages, interpreting and translating and related issues), with social cohesion (support for English and English literacy, and inter-ethnic education), Indigenous rights (through diverse First Nations languages ...