Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison

Romijn, Bodine R.; Slot, Pauline; Leseman, Paul; Pagani,

doi:10.1016/j.ijintrel.2020.08.001

Cited by 31 publications

(39 citation statements)

References 42 publications

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“…In many researches, intercultural elements develop into the practical issues. According to (Romijn et al, 2020) intercultural issues are the way of someone to explain their experience and engagement with cultural differences and how they gain the ability to create experiences that match people from another culture. Furthermore, intercultural concepts that focus more directly on the school context are culturally responsive teaching, which can be defined as "using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnical diverse students to make learning encounter more relevant to and effective for them" (Romijn et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Integrating Cultural Materials as the Media for Extensive Reading for Teaching Bahasa Indonesia as Foreign Language

Isnaini

Faizin

Anisa³

2021

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Menyajikan teks Bahasa Indonesia yang ditulis dengan meintegrasikan unsur-unsur budaya untuk materi belajar siswa Bahasa Indonesia bagi Penutur Asing (BIPA) memberikan banyak manfaat. Selain sebagai sarana untuk meningkatkan jumlah kosa kata, materi yang memasukkan unsur-unsur budaya juga menjadi media untuk mempromosikan budaya Indonesia. Melalui pertimbangan pada kebutuhan belajar siswa BIPA di mana harus memasukkan pembelajaran budaya lokal, penyajian teks bacaan ini dapat dilakukan secara insidental maupun secara langsung dengan menggunakan model membaca ekstensif. Oleh karena itu, penyusanan materi yang mengintegrasikan unsur budaya sangat direkomendasikan untuk dipilih oleh guru karena membantu siswa BIPA dalam mempelajari prinsip-prinsip yang menarik dan otentik. Pada artikel ini, data diambil dari berbagai penelitian terdahulu yang mencakup penyusunan teks berbasis interkultural, model pembelajaran BIPA, dan berbagai jenis model membaca ekstensif. Data diolah secara deskriptif untuk dapat melahirkan gagasan baru tentang penyusunan bahan ajar sebagai materi pendukung proses belajar mengajar di kelas BIPA. Sebagai hasil dari penelitian ini adalah pengajar BIPA diharapkan dapat menyusun teks bacaan yang memiliki kesamaan topik untuk selanjutnya dapat diimbuhkan dengan latihan praktik. Penyusunan buku teks dengan menitikkberatkan konten berbasis budaya dan dikelompokkan sesuai dengan tingkat kemahiran berbahasa juga dapat meningkatkan kemampuan berpikir kritis bagi para siswa BIPA. Presenting Indonesian text written by combining cultural elements for student learning materials of Indonesian for Foreign Speakers (BIPA) provides many benefits. Apart from being a stimulation to enrich vocabulary, material that contains cultural elements is also a means to promote Indonesian culture. By considering the learning needs of BIPA students who must include local cultural learning, the presentation of this reading text can be done incidentally or directly by using an extensive reading model. Therefore, it is suggested that teachers choose a material that integrates cultural elements since it beneficial for BIPA students to learn interesting and authentic principles. In this article, data is drawn from various previous studies which include compilation of intercultural based texts, BIPA learning models, and various types of extensive reading models. The data is processed descriptively to be able to generate new ideas about the preparation of teaching materials as expected to support the teaching and learning process in BIPA classes.

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Section: Introductionmentioning

confidence: 99%

Integrating Cultural Materials as the Media for Extensive Reading for Teaching Bahasa Indonesia as Foreign Language

Isnaini

Faizin

Anisa³

2021

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“…This also fits with abovementioned explanation that was discussed regarding feeling welcome and respected. Romijn et al (2020) found in their study that the intercultural practices of teachers are related to the diversity of the classroom; when the majority group is overrepresented at ECEC centers, this might negatively affect the intercultural attitudes, competences and practices of the professionals and the schools. Note that, at least for the French-Maghreb parents in the current study, living in a more mixed neighborhood was associated with increased experiences of discrimination.…”

Section: Presence Of the Majority Groupmentioning

confidence: 95%

“…Data better suited for causal analysis are needed to fully address these questions of causality and selection. Furthermore, although we thoughtfully selected multiple sites in each country for recruitment to best represent the target groups and their host country context, differences at site-level and country-level regarding social policies, levels of segregation and acculturation attitudes should be kept in mind (Romijn et al, 2020). Future research should therefore include more sites per country and more participants, to confirm whether our results can be generalized.…”

Section: Limitations and Conclusionmentioning

confidence: 99%

“…The fact that immigrant parents in the Netherlands did not experience a language barrier in establishing educational partnerships can possibly be explained by the current national educational equity policy, which attempts to enroll immigrants from early age in the preschool system by actively reaching out to families. Early education and care providers working in poor neighborhoods with targeted programs under the national equity policy, who are successful in reaching out to immigrants, are indeed reported to be culturally more inclusive and to try to overcome communication barriers (Romijn et al, 2020;Van der Werf et al, 2021).…”

Section: Associations With the Personal And Family Characteristicsmentioning

confidence: 99%

“…School and teacher characteristics can play an important role in shaping parents' relationships with schools (Hoover-Dempsey et al, 2002;Kim, 2009;Passiatore et al, 2019;Romijn et al, 2020;Schneider & Arnot, 2018;. However, less research investigated the perspective of immigrant families in relation to parent-school partnerships, and specifically, how parent-school relationships and parental participation can vary across different immigrant groups and different countries.…”

Section: Introductionmentioning

confidence: 99%

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Immigrant parents’ acculturation strategies and involvement in children’s education

Francot¹

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Interactive acculturationResearch on the acculturation of immigrant and ethnic-cultural minority groups has been strongly influenced by Berry's two-dimensional Integration-Acculturation Model (Berry, 1997). In this framework, acculturation is defined as the interplay of two theoretically independent dimensions: immigrants' preference for maintenance of the heritage culture and language (which can vary from low to high) and their preference for intercultural contact with members of the majority group and more broadly for participation in the majority society (which can also vary from low to high; see Berry et al., 2006). Combined, these orientations result in four types of acculturation strategies: integration (comparatively strong preference for cultural maintenance and comparatively strong preference for intercultural contact and participation in the majority society), assimilation (low preference for cultural maintenance and high preference for majority group contact and participation), separation (high preference for maintenance of the heritage culture together with a strong orientation on the cultural in-group and low majority group contact and societal participation), and marginalization (low preference for cultural maintenance together with limited connection to the in-group and low preference for intercultural contact with the majority group and participation in the majority society). Zagefka et al. (2011), among other scholars, have pointed out that majority group members and the majority society as a whole also have acculturation preferences for immigrants and ethnic-cultural minority groups, which in turn can shape the acculturation strategies of these groups. This view is referred to as the Interactive Acculturation Model (Bourhis et al., 1997;Zagefka et al., 2011). Acculturation of immigrants is seen as an interactive process that is actively co-constructed by both the immigrants and the majority society (Passiatore et al., 2019;Phalet & Baysu, 2020). In this regard, local and national integration policies are of particular interest. Different local and national policies on integration have been identified across Europe and three main models are currently distinguished (Aggestam & Hill, 2008). The assimilation model, also referred to as the 'republican model' (referring to France as a country that exemplifies this model), opts for cultural homogenization, requiring ethnic-cultural minority groups to adopt the predominant national norms and language. The multicultural model, also referred to as the pluralism model, grants rights to ethnic-cultural groups and supports diversity in public institutions, such as education. Finally, the exclusionary model, also known as the separation model, regards immigrants as temporary guest workers with the prospect of returning, while excluding them from full citizenship (Doomernik & Bruquetas-Callejo, 2016;Rodríguez-García, 2010).As stated above, several European countries nowadays opt for an assimilation model in their local and national policies (Malik, 2015). Alth...

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In what conditions are intercultural practices implemented in disadvantaged and diverse settings in Portugal? Associations with professional and organization-related variables

2022

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Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison

Cited by 31 publications

References 42 publications

Integrating Cultural Materials as the Media for Extensive Reading for Teaching Bahasa Indonesia as Foreign Language

Integrating Cultural Materials as the Media for Extensive Reading for Teaching Bahasa Indonesia as Foreign Language

Immigrant parents’ acculturation strategies and involvement in children’s education

In what conditions are intercultural practices implemented in disadvantaged and diverse settings in Portugal? Associations with professional and organization-related variables

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