| The main research questions guiding this study focused on the integration of multiculturalism into university level language arts instruction. The sub-problems addressed the following two primary questions: (a) What instructional modalities exist that promote a global perspective in teaching language arts to college students? and (b) How does one facilitate classroom participation, problem solving and decision-making among culturally diverse students so that they can assimilate values across cultures?;The researcher analyzed the interviews of four university scholar practitioners who teach multiculturalism at various California universities. The focus of the interviews was to explore their experiences about the teaching techniques employed to impart culturally responsive teaching to diverse students. An extensive literature review was carried out focused on the strategies that educators utilize to teach a multicultural student body. Qualitative research was used in this study and interviews were recorded, transcribed, and then analyzed. This caused common categories and properties to emerge from the four sets of interviews. The findings were based on research whereby research participants were used as co-researchers.;Each interview with the co-researchers lasted approximately 90 minutes. The interviews were conducted in person and the research participants chose their own research site. The interviews were tape recorded and each one was followed by subsequent follow-up interviews. All the research participants prefer to remain anonymous so are referenced by the initial of their first and last names.;The emerging common categories and properties were as follows: (a) Discussion, journaling, and group work encourages culturally responsive teaching, (b) Performing literature and asking good thought provoking questions are some modalities that foster problem solving skills, (c) Students become active learners when teachers capitalize on their backgrounds and reaffirm issues, (d) students are intellectually motivated through a multimodal approach, (e) rapport building is empowering, and (f) creating an anti-bias learning environment which respects individuality and nurtures bonding is the essence of culturally responsive teaching. |
