Integration of teaching strategies and resources in a multicultural school environment.

Abstract

This research is an example of a multiple case study. It investigates the teaching strategies and resources currently being utilised in culturally diverse classrooms, ascertains the reasons for the use of such strategies and resources, and recommends strategies and resources that could be integrated and utilized in order to cater for a culturally diverse pupil population in the classroom. The research was conducted in five purposely-selected secondary schools in the Verulam-Phoenix area. The schools selected were former predominantly Indian schools in order to facilitate the work of the researcher with regard to data collection. The schools also had a pupil population composed of different cultural groups (in terms of religion, race and language) since the study was concerned with an emerging multicultural school situation. The study focused on the teaching strategies and resources utilised in five subject areas - English, Mathematics, Biology, Geography and Accounting. The subjects selected gave the researcher a cross-curricular perspective of the strategies and resources used. Data was collected primarily by engaging in non-participant and participant observation of school resource centres, teachers' centres, and actual teaching in the classrooms. The researcher also conducted structured and unstructured interviews with school principals, subject teachers, pupils, staff at school resource centres and teachers' centres, and also lecturers from universities and colleges of education. Questionnaires were used to supplement the data collected from teachers and pupils. Data was then analysed qualitatively and quantitatively to determine the strategies and resources most commonly utilised by teachers. The data gathered was analysed in terms of the present education system and current thinking regarding teaching strategies and use of resources in teaching. The outcomes of this analysis formed the basis for the recommendations made at the end of the study.