Abstract:
The purpose of the study was to develop a deeper understanding of culturally
diverse classrooms in Saskatchewan. This qualitative case study involved two elementary
classrooms in two urban schools in Saskatchewan. The participants were two homeroom
teachers and two Nepali immigrant students in those classrooms. Data were collected
through classroom observation and interviews. Based on the data, the research generated
four themes: Challenges for teachers and students, common strategies for teaching and
learning, walking in two cultural worlds, and relationships in the culturally diverse
classroom. Both teachers and students faced challenges during teaching and learning
processes. The findings also show that both classrooms are not multicultural in terms of
available resources and materials. The teaching strategies reflect the combination of three
approaches of multiculturalism, conservative, liberal, and critical. One recommendation
includes adding more professional development for teachers who teach in a culturally
diverse classroom.
Description:
A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Curriculum & Instruction, University of Regina. vii, 130 p.