Assessment of Pre-service English Language Teachers’ Knowledge of Multicultural Education in South Africa
Implementation of multiculturalism in South African schools is based on the misconception that all teachers are capable of teaching and interacting with learners from diverse languages and cultures. Fundamentally, multicultural education was initiated as a response to the discriminatory apartheid ed...
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| Autores principales: | , |
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| Formato: | Artículo |
| Lenguaje: | inglés |
| Publicado: |
2025
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| Materias: | |
| Acceso en línea: | https://dialnet.unirioja.es/servlet/oaiart?codigo=10305459 |
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| Sumario: | Implementation of multiculturalism in South African schools is based on the misconception that all teachers are capable of teaching and interacting with learners from diverse languages and cultures. Fundamentally, multicultural education was initiated as a response to the discriminatory apartheid education which provided education based on four race groups: Whites, Coloureds, Indians, and Blacks. The classroom composition in most schools is likely to consist of learners from different cultures who speak different languages. This article evaluated pre-service teachers’ knowledge base on how to successfully implement multicultural education.A qualitative research method, in the form of a questionnaire, was used to collect data from the participants. The findings revealed that pre-service teachers are not fully prepared to implement multicultural education whereas they are expected to implement it when they start working. |
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