Enhancing Inclusivity in Multicultural Classrooms: Strategies from Southwark and Algarve Collaboration

1. «MCMC Conference» MeetingtheChallenge of the MulticulturalClassroom An EU collaborative project between Southwark (UK) and the Algarve (PT) 26 April 2013 Goldsmiths, University of London, New Academic Building, Room LG02 www.mcmc-regio.com Context and Decisions Objectives and Outcomes of activities • I teach in a secondary school in Southwark where the proportion of students who have a first language that is not English is well above the national average. • Around one in three students is of Black and Black British heritage and around one in three is of White British heritage. Other students are from a wide range of ethnic backgrounds. • I want to make my classroom inclusive and actively engage students in their learning. I am looking for new ideas in how to do this. • I am in particular looking for strategies to help learners with low English levels access the curriculum. Resources and Materials produced Impact on Learning • During the course we have discussed a number of games and exercises that can be done in class that explore students sense of identity. • I have found these very useful to do with my tutor group. My tutor group are in year 7 and there have been a number of incidents of name calling and bullying. These exercises have helped them with their identity and so helped them appreciate that people are different and that’s not a bad thing. • I teach an year 9 EAL student from Brazil. When she was started in September, her English was minimal, but she has made great progress through the year. • As well as basic strategies like keyword lists, we have also looked at using scientific texts in her own language that she then needs to try and explain to me. • I keep a blow up globe in my room. As well as being useful for teaching scientific concepts, I use it to throw to students to answer questions. • It has prompted some good conversations with students about where they are from. • This course has equipped me with some different ways of helping students look at their own identity as well as making me look at how I see myself. • It has also made me appreciate language and how words can be interpreted differently, particularly by someone new to the language. República Checa School: Kingsdale School Teacher/s: JRN Year group taught: 7-12 Turquia