Teachers' and Students' Experience of Teaching and Learning in Culturally Diverse Classrooms

The purpose of the study was to develop a deeper understanding of culturally diverse classrooms in Saskatchewan. This qualitative case study involved two elementary classrooms in two urban schools in Saskatchewan. The participants were two homeroom teachers and two Nepali immigrant students in those classrooms. Data were collected through classroom observation and interviews. Based on the data, the research generated four themes: Challenges for teachers and students, common strategies for teaching and learning, walking in two cultural worlds, and relationships in the culturally diverse classroom. Both teachers and students faced challenges during teaching and learning processes. The findings also show that both classrooms are not multicultural in terms of available resources and materials. The teaching strategies reflect the combination of three approaches of multiculturalism, conservative, liberal, and critical. One recommendation includes adding more professional development for teachers who teach in a culturally diverse classroom.

Name thesis:degree_name

Master of Education (MEd)

Level thesis:degree_level

Master's

Discipline thesis:degree_discipline

Curriculm and Instruction

Grantor dc:publisher

Faculty of Graduate Studies and Research, University of Regina

Year dc:date.issued

2017

Author dc:creator

• Lamichhane, Arjun

Advisor dc:contributor.advisor

• Salm, Twyla

Committee members dc:contributor.committeemember

• Mulholland, Valerie
• Sterzuk, Andrea

Language dc:language.iso

en

DOI

https://doi.org/10.82465/4101

OAI identifier oai:identifier

oai:uregina.scholaris.ca:10294/8477