1. Multicultural Teaching In EFL Classrooms

2. Culture  Surface Culture:  food, clothing, music, holidays, language, religion, dress, and other visible signs of culture  Deep/Implicit Culture:  values, beliefs, behavior, ethics, communication, space, beauty, time 2

3. Multicultural Concepts in Schools  Race  Gender  Family income  Family background 3 “the culture of power” “the people with power”  Social status  Physical condition  Religion

4. The Levels Of Multicultural Education 1.Monoculture 2.Tolerance 3.Acceptance 4.Respect 5.Equity, equality, diversity, and social justice are promoted 4

5. Global Perspective 1. substantive dimension: (content) knowledge of various features of the world and how it works 2. perceptual dimension: (a point of view) our understands are mediated by the lenses through which we view the world 5

6. What global educators do?  Teach against stereotypes, exotica, and the simplification of other cultures and global issue  Foster the habit of examining multiple perspectives and primary sources of The Other  Provide students with cross-cultural experiential learning 6

7. The Need for Greater Clarity:  omission misunderstanding  Stop name-calling as soon as you hear it. Don’t allow it to continue.  Teachers’ inaction can be interpreted as acceptance of the name-calling. 7

8. Instructional Materials  Role play – empathy  Case study  Stereotypes breaking  Online discussion  Multiple Stories/resources  Guest speaker  Walking gallery  Personal interview  Field experience  Portfolio 8

9. Classroom Practice  Students: 11 th graders  Reading: Rudolph, the Red-Nosed Reindeer (Lungteng English Textbook for Vocational Senior High, Lesson 5, Book Ⅲ )  Goals: 1. To learn the importance of viewing an issue from different point of views. 2. To learn to respect the people different from them. 9

10.  How: 1. Ask eight volunteers to stand in the front. 2. Ask another two students to stick eight pieces of colored paper (red*1, green*2, and blue*5) on their backs. 10 Classroom Practice

11. 11 Classroom Practice  How: 3. Have the eight students stand in three different groups based on the colored paper they got without talking or making any noise. The other students should also remain silent. 4. After grouping, ask the students from the three different groups to express their own feelings about being in the big group, middle group, or alone.

12. Classroom Practice 12

13.  Discussion: 1. Ask students to express their feelings about being different from others as Rudolph, the Red-Nosed Reindeer in the text. 2. Ask students’ opinions about being different from others. 3. Ask students to express their attitudes toward the ones different from them. 13 Classroom Practice

14. Thank you for your listening! 14 Discussion Time