International Journal of Multicultural Education

‘Having a Tongue and Mouth But Not Able to Speak’: Francophone Immigrant Parents’ Experiences of Child Language Brokering in South Africa

Quinta Kemende Wunseh, Vuyokazi Nomlomo — Thu, 28 Dec 2023 00:00:00 -0800

This paper is an analysis of Francophone immigrant parents’ experiences of child language brokering in the Western Cape province of South Africa. Using a qualitative research design, data was collected by means of semi-structured interviews from nine immigrant parents who were selected through a convenience and snowball sampling technique. Through the lens of sociocultural theory and acculturation, the key findings indicate that the Francophone immigrant parents displayed positive feelings and had optimistic expectations concerning their children’s language brokering skills in English and their future prospects in South Africa. The paper concludes that Francophone immigrant parents’ experiences of child language brokering are complex and dynamic and are influenced by the context and purpose of communication.

Negotiating Racial Identities Through Korean Language Learning: Learners of Korean as a Foreign Language in a US University

Hyein Amber Kim — Thu, 28 Dec 2023 00:00:00 -0800

This qualitative study examines the experiences of twelve non-heritage learners of Korean in a Korean as a Foreign Language (KFL) setting at a US university. The findings show (a) how learners understand the construct of race inside and outside of Korean language learning spaces; (b) how learners’ real and imagined communities influence their identities and language learning; and (c) how learning Korean influences learners’ racial identities and how these racial identities play a role in Korean language learning. This study attempts to address and start a dialogue regarding race and racial identities in the Korean language classrooms.

Selecting and Teaching Young Adult Literature Through Black Historical Consciousness Principles

Thu, 28 Dec 2023 00:00:00 -0800

In this practitioner article, we detail how American English language arts and social studies teachers can select and teach young adult literature using LaGarrett King’s Black historical consciousness framework. We provide supplemental, related research along with teaching suggestions and titles for each of the Black historical consciousness principles. We end by calling on educators to reimagine both English language arts and social studies curriculum to challenge curricular anti-Blackness and center Black authors, writings, and philosophies.

Korean Middle School Teachers’ Perceptions and Teaching Practices of Multicultural Education: A Qualitative Case Study

Euna Lim, Kevin Kester — Thu, 28 Dec 2023 00:00:00 -0800

Korean society has rapidly experienced increasing multiculturalism for over two decades. This qualitative case study explores Korean teachers’ conceptualizations and implementation of multicultural education with/for multicultural students in middle schools in Seoul, Korea. Interviews were conducted with six Korean middle school teachers experienced in teaching multicultural students. The findings reveal diverse perspectives and practices of multicultural education with the teachers demonstrating increased pedagogical flexibility and reflexivity in their teaching practices. This contributes to a more inclusive learning environment that embraces diversity and fosters inclusion.

“That’s Where My Anger Is Coming From”: Plática Between Latine Teachers and Pre-Service Teachers in the New Latino South

Sanjuana C. Rodriguez, Paula Guerra — Thu, 28 Dec 2023 00:00:00 -0800

This study examines a plática held by Latine teachers and pre-service teachers after watching the documentary Precious Knowledge in the U.S. Latino South. The study employed Chicana/Latina feminist theory as well as the use of testimonios as methodology. Results from this study show that Latine teachers were able to share their experiences with racism, discuss issues of white supremacy, and make connections from present to past events. Based on this study, it is recommended that teachers need opportunities to share their testimonios and engage in discussions about topics that impact them as Latine teachers in the U.S. Latino South.