Published since January 1, 2006

Multicultural Learning and Teaching

ISSN: 2161-2412

Founded by: Festus Obiakor, Robert Algozzine

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About this journal

Objective
Multicultural Learning and Teaching is a multidisciplinary, peer-reviewed international journal devoted to the education of people with diverse multicultural life experiences and backgrounds. Emphasis is on the interpretation of research literature, as well as recommendations for the improvement of the practice of multicultural education. MLT　focuses more on the broader implications of multicultural learning and teaching practices, less on the scientific analysis of educational impacts.

Topics

Identification
Assessment
Labeling/categorization
Placement, and instruction of underachieving, at-risk, urban, suburban, rural, linguistically different, and exceptional children, youth, and adults with diverse multicultural life experiences and backgrounds
Family or community-related services
Legislation
Litigation
Professional preparation
Diverse multicultural backgrounds
Learning environments
Multicultural communication

Article formats
Reports of Research: Articles must have potential for setting future directions in multicultural learning and teaching and clear practical implications. The article formats are: Literature Reviews, Research Syntheses, Perspectives, and Position Papers: Articles must deal with problems common to multicultural learning and teaching.

Topical Issues: On occasion, invited manuscripts will be published in special issues addressing topics with clear and explicit implications for improving multicultural learning and teaching.

Your Benefits

Your benefits

Multidisciplinary journal devoted to education
Theoretical and practical implications for multicultural education
Internationally recognized editorial board

History

History
2 issues/year
Content available since 2006 (Volume 1, Issue 1)

Abstracting and Indexing

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Supplementary Materials

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External Links

Volume 18 Issue 2

September 2023

Publicly Available September 7, 2023

Frontmatter

Page range: i-ii

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Editorial Comment

August 4, 2023

Executive editor’s comments: sustaining our multicultural world

Festus E. Obiakor

Page range: 157-162

Research Articles

January 18, 2021

Lived experiences of Puerto Rican university students displaced to South Florida after Hurricane Maria

Tunde Szecsi, Hasan Aydin, Debra Giambo

Page range: 163-186

Abstract

The purpose of this study is to document the experiences, services, and programs provided to displaced university students from Puerto Rico and to offer recommendations to educational and community agencies regarding effective integration after a natural disaster. Through in-depth semi-structured interviews, this qualitative phenomenology study consisted of collecting oral histories of six displaced university students from Puerto Rico who relocated to Southwest Florida after Hurricane Maria. The analysis of the data indicated three themes, including (1) trauma after hurricane, (2) challenges and needs during relocation, and (3) conflicting feelings about the homeland and the United States. Although immediate, basic needs were met soon after relocation, in-depth, social-emotional needs, such as dealing with trauma and becoming acculturated in the new culture, remained unanswered. Recommendations are provided to higher education administration, professionals in education, and community agencies.

October 12, 2021

Some analogical methods of teaching English as a second foreign language

Paul Vincent Mirabile

Page range: 187-210

Abstract

To teach English as a second foreign language at university levels provides the educator or professor an excellent occasion to compare the first and second languages by a series of analogical activities that not only highlight the similar forms and structures of them, but more important still, oblige students to comprehend these forms and structures without having either to rely on or depend upon their mother tongue or apprehend them through the prism of their own. In this article are compared Turkish, French and Chinese forms and structures with English through sets of analogical activities that I prepared and applied in classrooms with my Russian students studying the aforesaid languages at the University of Academgorodok near Novosibirsk in Siberia. It was my methodical experiment to bring together English/Turkish, English/French and English/Chinese as interrelated objects of study; to put into relief the interpenetrating analogical elements that these languages possess as a pedagogical approach to them in spite of their very different language families and distinctive structural and morphological features.

August 2, 2021

Creating equitable access and opportunity: predictors of success for college freshmen who participate in a Living Learning Community

Jennifer Dohy, Nicholas Petty, Tachelle Banks

Page range: 211-229

Abstract

This study examines the relationship between student success measures on student achievement to inform our approach to mediating against potential barriers on persistence and retention for first generation and traditionally marginalized populations for students enrolled in a new Living Learning Community. Success measures examine those beyond the control of the university, including, but not limited to, High School GPA and ACT scores to determine where we should intervene and where we should build upon the strengths of our students. The theme of the PH LLC is Leadership Development and Career Exploration, a program that seeks to empower students by harnessing their individual strengths and capitalizing on them to be successful in college and beyond. The design of this program and its future prospects are also discussed.

June 21, 2021

Using the Church to maximize the potential of learners with special needs

Gina C. Obiakor, Kristen E. Obiakor, Festus E. Obiakor, Kevin Jones

Page range: 231-237

Abstract

Learners with special needs experience myriad problems in general and special education. These problems range from minor academic, social, emotional, and behavioral problems to major disenfranchisements, disadvantages, and disillusionments. In addition, these problems can be very intense. As a result, they call for innovative and creative techniques that include using the Church as a spiritual tool in educational activities. As educators and health professionals who are also Christians, we believe using the Church can assist in remediating the plights of these learners with special needs and in maximizing their fullest potential in school and in life. This is the focus of this article.

August 4, 2021

Strategizing assessment to support emerging bilingual students: a focus on the home language

David Nieto, Annie Nguyen

Page range: 239-250

Abstract

Both educators and students in the United States feel the continuous pressure to improve achievement scores as a form of validation for their work and success. However, emerging bilingual (EBs) learners encounter barriers within assessments that break the assumptions of validity, reliability, and fairness and prevent them from demonstrating their true knowledge. This is worsened when assumptions about EBs' academic capacity are extracted from those assessment results. This paper focuses on the use of assessment for and as learning for emerging bilingual (EB) students. Specific attention is given to the use of the students' home language as a resource in evaluating their knowledge and how teachers may address some of the inequitable practices to prepare EBs not only to be successful academically, but to demonstrate it in today's assessment world.

November 17, 2021

A systematic review of culturally responsive teaching self-efficacy using confidence intervals

Jemimah Young, Jamaal Young

Page range: 251-280

Abstract

Prior research fails to support the future implementation of culturally responsive teaching. We argue that imparting culturally responsive teaching practices in the curriculum is insufficient and that preservice teacher education should instead look to support the implementation of these practices in subsequent teaching. The purpose of this literature synthesis was to characterize preservice teachers’ culturally responsive teaching self-efficacy. Thus, the researchers focused on estimating normative scores for preservice teachers by calculating and comparing mean point estimates and 95% confidence intervals for the culturally responsive teaching self-efficacy (CRTSE) scale strength indices across studies. A total of 14 independent studies representing N = 1,026 preservice teachers and 21 independent measures of CRTSE were included in this literature synthesis. Preservice teacher mean scores on the CRTSE scale were characterized by visual interpretation of plots of the 95% confidence intervals. Based on the results, teacher educators can expect the average preservice teacher to be 70–83% certain of their ability to implement culturally responsive teaching. The data also indicate that CRTSE differs across preservice teacher specialization. Finally, the data also suggest that the representation of preservice teachers of color impacts the CRTSE score confidence intervals. Implications for teacher education, preservice teacher recruitment, and culturally responsive teaching are provided.

October 18, 2021

Investigation of Iranian and Turkish English language teachers’ views, perspectives and experiences of teaching cultural content in English courses

Monireh Azimzadeh Yiğit, Yonca Özkan

Page range: 281-306

Abstract

Nowadays, English has been considered as an International language or a Lingua Franca as a result of its widespread use among non-native speakers. English now is spoken by various people with different languages and diverse cultures. Thus, learners need to know the culture of different people of various countries. As stated by Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching (pp. 196–219). Cambridge: Cambridge University Press, learners should have knowledge about source culture, target culture, and international culture. In this regard, teachers have a great responsibility in including cultural content in their English language classes. Therefore, the main purpose of this pilot study during Azimzadeh’s PhD journey (Azimzadeh, M. (Unpublished). Representation of cultural elements in EFL textbooks used in Iranian EFL high schools [PhD dissertation]. Adana, Turkey: Cukurova University) is to investigate Iranian and Turkish English language teachers’ views, perspectives, and experiences of teaching cultural content in their English language classes. This study was conducted as a mixed-method design. The data collection was done by using a questionnaire and an interview. The questionnaire which was used in this study adopted from CULTNET project (a network of researchers of inter-culture in foreign language education), Byram and Risager’s projects, and Cortazzi and Jin’s (1999) three cultural sources. Participants of this study were 16 teachers who were teaching English language in high schools in Iran and Turkey. The data collected from questionnaires and interviews were analysed by using a series of descriptive statistics and interviews were analysed by using thematic analysis (Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed method approaches . London: Sage Publications, Inc). The findings of this study have indicated that both Iranian and Turkish teachers were aware of the importance of teaching culture in their English language classes. They generally claimed that culture was important in language classes and the cultural subjects should be taught in English language classes.

October 12, 2021

Using flexible grouping instruction to create culturally relevant PK-12 learning communities for culturally and linguistically diverse learners with exceptionalities

William C. Hunter, Keishana L. Barnes, Aylcia Taylor, Charmion Rush, Tachelle Banks

Page range: 307-320

Abstract

In this article, two instructional practices, Numbered Heads Together (NHT) and Carousel Brainstorming (CB), are discussed to guide instructors through the intentional practice of incorporating flexible groupings (CEC, HLP 17) in their daily instruction for the purpose of creating Culturally Relevant PK-12 Learning Communities for CLD Learners with Exceptionalities. Although NHT and CB are not the only approaches for implementing cooperative learning groups as an effective instructional tool, it is the authors’ premise that both practices successfully promote academic achievement and provide a positive, culturally relevant design for diverse learners, as well as a practitioner-friendly framework that is easily implemented. NHT and CB also serve as a means to provide students with a voice for their learning and to promote positive student behaviors. Regardless of the setting or identified disability, when facilitated with foresight and careful planning, evidence-based instructional best practices are supported, and inclusive course content is attained through the use of NHT and CB. Example lesson plans to intentionally incorporate both strategies are included within the article.

Ahead of Print / Just Accepted

Ahead of Print / Just Accepted

Volume 18 (2023)

Volume 17 (2022)

Volume 16 (2021)

Volume 15 (2020)

Volume 14 (2019)

Volume 13 (2018)

Volume 12 (2017)

Volume 11 (2016)

Volume 10 (2015)

Volume 9 (2014)

Volume 8 (2013)

Volume 7 (2012)

Volume 6 (2011)

Volume 5 (2010)

Volume 4 (2009)

Volume 3 (2008)

Volume 2 (2007)

Volume 1 (2006)

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Editorial

Founding Editors
Festus E. Obiakor, Sunny Educational Consulting, USA
Bob Algozzine, University of North Carolina at Charlotte, USA, Emeritus

Executive Editor
Festus E. Obiakor, Sunny Educational Consulting, USA

Editor
Tachelle Banks, Cleveland State University, USA

Managing Editor
Eugene Asola, Valdosta State University, USA

Associate Managing Editor
Lenwood Gibson, Queens College of New York, CUNY, USA

Executive Associate Editors
Lyndal Bullock, University of North Texas, Denton, USA, Emeritus
Vivian Correa, University of North Carolina at Charlotte, USA, Emerita
Bridgie A. Ford, University of Akron, USA, Emerita
Samuel Hodge, Ohio State University, USA
Sunday O. Obi, Kentucky State University, USA
Marty Sapp, University of Wisconsin, Milwaukee, USA, Emeritus
Jenna Min Shim, University of Wyoming, USA
Sean Warner, Clark Atlanta University, USA

Associate Editors
Floyd Beachum, Lehigh University, USA
Ying Hui, Rhode Island College, USA
Mary Anne Prater, Brigham Young University, USA
Terri Purcell, Cleveland State University, USA
Scott Sparks, Ohio University, USA
Paul Zionts, DePaul University, USA

Editorial Board Members
Joseph Agbakoba, University of Nigeria, Nsukka, Nigeria
Elena Andrei, Cleveland State University, USA
Jeffrey P. Bakken, Bradley University, USA
Christopher J. Cormier, Loyola Marymount University, USA
Jennifer Dohy, Cleveland State University, USA
C. Jonah Eleweke, Portland State University, USA
Don Gala, Educational Consultants Network, USA
Jacob Gordon, University of Kansas, USA, Emeritus
Jessica B. Graves, Valdosta City Schools, Valdosta, Georgia, USA
Satasha Green, Minnesota State Colleges and University System, USA
Brian Harper, Cleveland State University, USA
Andrew J. Holliman, University College, London, UK
Shannon Tovey Howrey, Kennesaw State University, USA
Carol Huang, The City College of New York, CUNY, USA
Dakota King-White, Cleveland State University, USA
Margaret M. Lafontant, Queens College of New York, CUNY, USA
Jae Hoon Lim, University of North Carolina at Charlotte, USA
Endia J. Lindo, Texas Christian University, USA
Gina C. Obiakor, Loma Linda University, USA
Kristen E. Obiakor, Yale New Haven Children's Hospital, USA
Elizabeth Omiteru, Georgia Institute of Technology, USA
Patricia Peterson, University of Northern Arizona, USA
Otensia Peets-Allamby, Charlotte Amalie High School, St. Thomas, VI, USA
Marla Sanders, Columbia College, USA
Shaunita Strozier, Berta Weathersbee Elementary School, La Grange, Georgia, USA
Chuang Wang, University of Macau, China
Trina Lynn Yearwood, Queens College of New York, CUNY, USA
Christopher Yawn, The City College of New York, CUNY, USA

(Deutsch)

Online ISSN: 2161-2412
Type: Journal
Language: English
Publisher: De Gruyter
First published: January 1, 2006
Publication Frequency: 2 Issues per Year
Audience: The journal focuses on the broad implications of multicultural learning and teaching practices around the world, going beyond traditional education journals to offer analysis and practical recommendations of interest to teachers, counseling and community-service providers, school administrators, urban program specialists, education policymakers, and any professionals who grapple with questions of multicultural communication