Primary classrooms are diverse : is teaching culturally responsive?

Abstract

Foreign students are increasing in Maltese schools and so the education system needs to adapt to this change. This study investigates cultural responsiveness in the primary classrooms and the main aim is to determine if, and how, teachers have adapted their teaching strategies to convey culturally responsive practices. Moreover, challenges that arise when teachers include culturally responsiveness in their classroom are explored. Two teachers, from the same Primary school were the participants of this study. Face-to-face semi-structured interviews and non-participant observations in the two classrooms were used to gather the necessary data. The data obtained was thematically analysed. The findings highlight how teachers define culturally responsive teaching as being aware of the cultures present in their class and being able to show respect towards their cultures. Results also reveal how teachers do not promote an environment in which there is recognition of the cultural diversity present in class. It is only when the school organises events aimed at celebrating cultural diversity, that there is a sliver of recognition of the culturally diverse students. This study concludes with a number of proposals for teachers to apply so that they can have the opportunity to use their students’ cultural backgrounds in learning and create a culturally responsive environment.