Learning and Teaching in Culturally Diverse Classrooms: A Case Study Exploring Teachers’ and Students’ Perceptions

By Franco Vaccarino.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The commercialization of international education has provided New Zealand the opportunity to react to the demands of this market. Export education continues to be a growing industry in New Zealand, and the continued success of international education depends on the adaptation and satisfaction of these students. It is important that international education institutions critically contend with cultural issues, as well as their teachers’ and students’ perceptions on certain culturally-based educational assumptions.

Teachers are aware of cultural differences amongst their students and do not want to have a negative effect on their students’ learning by possibly being culturally insensitive, or placing undue stress on them by upsetting their existing educational and cultural beliefs.

This paper explores the different perceptions teachers and students have on various issues within multicultural classrooms. After presenting the findings, the question is raised whether a tertiary institution would need to modify its teaching ethos to suit international students, or whether international students would need to adapt their learning styles to fit in with the institution’s philosophy and modus operandi?

Keywords: Learning and Teaching, Multicultural Classroom

The International Journal of Learning, Volume 16, Issue 4, pp.105-118. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.330MB).

Dr. Franco Vaccarino

Senior Lecturer, Department of Communication, Journalism and Marketing, Massey University, Palmerston North, New Zealand


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