Linguistic Diversity in Education: Strategies for Inclusive Learning Environments
DOI:
https://doi.org/10.53416/electrum.v4i1.228Keywords:
Linguistic Variety, Communication Comfort, Cultural RepresentationAbstract
This research explores the intricate dynamics of linguistic diversity in junior high school education with the goal of shedding light on the experiences of students from diverse language origins. The study highlights the significance of acknowledging and valuing the different linguistic environments inside educational settings, as Bahasa Indonesia is predominantly used by 18 out of 30 students, alongside other languages such as Lampungnese and Javanese. The investigation on communication comfort uncovers that most students feel comfortable while using their native language but sometimes experience discomfort during intricate talks, highlighting the need for customised teaching methods. The challenges encountered by students, such as comprehending instructions and experiencing emotions of exclusion, emphasise the practical and emotional aspects of language diversity, hence requiring comprehensive support solutions. The importance of diverse instructional techniques is emphasised by a preference for interactive teaching methods and visual aids. The importance of teacher assistance is highlighted, as students emphasise the need to acknowledge and appreciate linguistic variety while also suggesting the provision of customised materials. The curriculum should accurately reflect the diverse cultural context, requiring a fair and comprehensive approach. Students' proactive use of solutions to overcome linguistic challenges demonstrates their perseverance and ingenuity. Ultimately, this research supports the implementation of inclusive strategies that recognise and address the unique requirements of linguistically varied junior high school children. It aims to create settings that embrace and appreciate linguistic variety
References
Alam, A., & Mohanty, A. (2023). Cultural beliefs and equity in educational institutions: Exploring the social and philosophical notions of ability groupings in teaching and learning of mathematics. International Journal of Adolescence and Youth, 28(1), 2270662. https://doi.org/10.1080/02673843.2023.2270662
Baddane, K., & Ennam, A. (2024). Measuring Pedagogical Transformation: A Quantitative Analysis of Critical Thinking Integration in Literary Criticism for Heightened Student Engagement and Learning Outcomes. International Journal of Linguistics, Literature and Translation, 7(1), 39–50.
Benediktsson, A. I. (2023). Navigating the complexity of theory: Exploring Icelandic student teachers’ perspectives on supporting cultural and linguistic diversity in compulsory schooling. International Journal of Educational Research, 120, 102201.
Blaney, J. M., Hernandez, T. E., Feldon, D. F., & Wofford, A. M. (2024). Transfer Student Receptivity in Patriarchal STEM Contexts: Evidence of Gendered Transfer Student Stigma in Computer Science From a Mixed Methods Study. Community College Review, 00915521231218233. https://doi.org/10.1177/00915521231218233
Brøgger, K. (2023). Post-Cold war governance arrangements in Europe: The University between European integration and rising nationalisms. Globalisation, Societies and Education, 21(2), 278–292. https://doi.org/10.1080/14767724.2022.2075832
Cappello, M., & Ojeda, A. G. (2023). Teaching Multimodal and Digital Literacies. In Handbook of Research on Teaching the English Language Arts (pp. 96–115). Routledge.
Chen, L.-H. (2023). Moving Forward: International Students’ Perspectives of Online Learning Experience During the Pandemic. International Journal of Educational Research Open, 5, 100276.
Dauber, D., & Spencer-Oatey, H. (2023). Global communication skills: Contextual factors fostering their development at internationalised higher education institutions. Studies in Higher Education, 48(7), 1082–1096. https://doi.org/10.1080/03075079.2023.2182874
Escotet, M. Á. (2023). The optimistic future of Artificial Intelligence in higher education. PROSPECTS. https://doi.org/10.1007/s11125-023-09642-z
Fraschini, N. (2023). Language learners’ emotional dynamics: Insights from a Q methodology intensive single-case study. Language, Culture and Curriculum, 36(2), 222–239. https://doi.org/10.1080/07908318.2022.2133137
Friedensen, R. E., Bettencourt, G. M., & Bartlett, M. L. (2023). Power-conscious ecosystems: Understanding how power dynamics in US doctoral advising shape students’ experiences. Higher Education. https://doi.org/10.1007/s10734-023-00998-x
Fung, J. T. C., Chan, S. L., Takemura, N., Chiu, H.-Y., Huang, H.-C., Lee, J.-E., Preechawong, S., Hyun, M. Y., Sun, M., & Xia, W. (2023). Virtual simulation and problem-based learning enhance perceived clinical and cultural competence of nursing students in Asia: A randomized controlled cross-over study. Nurse Education Today, 123, 105721.
Gill, S. S., Xu, M., Patros, P., Wu, H., Kaur, R., Kaur, K., Fuller, S., Singh, M., Arora, P., & Parlikad, A. K. (2024). Transformative effects of ChatGPT on modern education: Emerging Era of AI Chatbots. Internet of Things and Cyber-Physical Systems, 4, 19–23.
Hwang, G.-J., Chang, C.-Y., & Ogata, H. (2022). The effectiveness of the virtual patient-based social learning approach in undergraduate nursing education: A quasi-experimental study. Nurse Education Today, 108, 105164.
Kronenberg, F. A. (2024). Physical Language Learning Spaces in the Digital Age. Bloomsbury Publishing.
Lau, W. S. (2023). Culturally Responsive Literacy Instruction and Social–Emotional Teaching Practices for Linguistically Diverse Learners in the United States [PhD Thesis, Seattle Pacific University].
Liao, H., & Li, Y. (2023). Intercultural teaching approaches and practices of Chinese teachers in English education: An exploratory mixed methods study. Language Teaching Research, 27(5), 1293–1324. https://doi.org/10.1177/1362168820971467
Liu, Y.-L. E., Lee, T.-P., & Huang, Y.-M. (2023). Exploring Students’ Continuance Intention Toward Digital Visual Collaborative Learning Technology in Design Thinking. International Journal of Human–Computer Interaction, 1–14. https://doi.org/10.1080/10447318.2023.2172904
Onu, P., Pradhan, A., & Mbohwa, C. (2023). Potential to use metaverse for future teaching and learning. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12167-9
Özman, G. Ö., & Selçuk, S. A. (2023). Hands‐on Digital Design Course during the Pandemic: Moulding Design for Fabricating Small Objects. International Journal of Art & Design Education, 42(1), 86–107. https://doi.org/10.1111/jade.12443
Pérez Cañado, M. L. (2023). Inclusion and diversity in bilingual education: A European comparative study. International Journal of Bilingual Education and Bilingualism, 26(9), 1129–1145. https://doi.org/10.1080/13670050.2021.2013770
Stefan, H., Mortimer, M., & Horan, B. (2023). Evaluating the effectiveness of virtual reality for safety-relevant training: A systematic review. Virtual Reality, 27(4), 2839–2869. https://doi.org/10.1007/s10055-023-00843-7
Tai, K. W. H., & Wei, L. (2023). Engaging students in learning and creating different translanguaging sub-spaces in Hong Kong English Medium Instruction history classrooms. Language and Education, 1–42. https://doi.org/10.1080/09500782.2023.2248958
Tancredi, H., Dixon, G., English, L., & Gallagher, J. (2023). Professional Collaboration in the Inclusive School Context. Inclusive Education for the 21st Century: Theory, Policy and Practice.
Yeşilçınar, S., & Erdemir, N. (2023). Are enjoyment and anxiety specific to culture? An investigation into the sources of Turkish EFL learners’ foreign language enjoyment and anxiety. Innovation in Language Learning and Teaching, 17(2), 453–468. https://doi.org/10.1080/17501229.2022.2063295
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Rani Amrista Wijayanti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
