Examining Ecuadorian teachers’ perspectives on their students’ multiculturalism
Bibliographic Data
| ID | 12682809 |
|---|---|
| Authors | Ximena Burgin (Northern Illinois University), Ximena D Burgin (0000-0002-3494-569X, Northern Illinois University, corresponding author), Mayra C Daniel (0000-0003-2702-0071, Northern Illinois University), Mayra Daniel (Northern Illinois University) |
| Year | 2020 |
| Volume | 31 |
| Issue | 4 |
| Pages | 482-488 |
| Publication date | 2020-07-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Journal of Intercultural studies (JOURNAL) |
| Journal identifiers | ISSN: 0952-391X • E-ISSN: 1469-8439 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/14675986.2020.1766197 |
| OpenAlex | W3041394134 |
| Language | EN |
| Citations received | 1 |
| References cited | 4 |
This study investigated Ecuadorian teachers’ attitudes towards multilingual students. This work was informed by findings from two previous studies consisting of observations and interviews with secondary school teachers. In this mixed methods study, 26 teachers completed a 22-question Likert Scale questionnaire that explored their awareness of the influences of students’ cultural norms on classroom instruction. In small focus groups, participants responded to three open-ended questions documenting their definition of multiculturalism and philosophies of how to create a culturally responsive classroom. Findings suggest that Ecuador’s teachers are aware of the diversity within their country but report their training did not stress the pedagogical need to consider cultural influences on teaching and learning
Cultural competence · Cultural diversity · Cultural pluralism · Developmental psychology · Diversity (politics · Focus group · Likert scale · Mathematics education · Multicultural education · Multiculturalism · Pedagogy · Sociology · Global Education and Multiculturalism · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |