Communication and Group Work in the Multicultural Classroom: Immigrant Students' Experiences

Autor/inn/en	Benediktsson, Artem Ingmar; Ragnarsdottir, Hanna
Titel	Communication and Group Work in the Multicultural Classroom: Immigrant Students' Experiences
Quelle	In: European Journal of Educational Research, 8 (2019) 2, S.453-465 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Immigrants; College Students; Student Experience; Foreign Countries; Teacher Student Relationship; Interpersonal Communication; Student Diversity; Group Activities; Student Centered Learning; Culturally Relevant Education; Multicultural Education; Student Attitudes; Teaching Methods; Social Bias; Iceland + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Collegestudent; Studienerfahrung; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonale Kommunikation; Gruppenaktivität; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Multikulturelle Erziehung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Island
Abstract	The paper is part of the qualitative research project Educational Aspirations, Opportunities and Challenges for Immigrants in University Education in Iceland, conducted in Iceland's three biggest universities. The main goal of the paper is to investigate immigrant students' experiences of communication with teachers during the learning process and their perspectives on multicultural group work. Furthermore, the paper explores immigrant students' experiences of learner-centred approach and culturally responsive teaching methods applied by some teachers. The data was collected through focus group interviews and qualitative, semi-structured individual interviews with immigrant students. The theoretical framework is mainly based on the constructivist theory, which emphasises the importance of communication and the learner-centred approach. Additionally, the theoretical framework includes multicultural education theory, which puts an emphasis on applying culturally responsive teaching methods in classrooms with diverse student populations. The analysis of the interviews revealed that the participants' experiences of communication with teachers and peers were mostly positive. However, culturally responsive teaching is still a rare phenomenon in Icelandic universities. When it comes to the participants' perspectives on group work, the experiences ranged from being highly positive to negative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01