Teachers' and Students' Experience of Teaching and Learning in Culturally Diverse Classrooms

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.