Culturing Learning Approaches in Multicultural Class Rooms
Kavitha Balakrishnan1, Madhubala Bava Harji2, Ajitha Angusamy3
1Kavitha Balakrishnan, Department of Applied Communication, Multimedia University, Malaysia.
2Madhubala Bava Harji, Department of Digital Cities Institute, Multimedia University, Malaysia.
3Ajitha Angusamy, Department of Business, Multimedia University, Malaysia.
Manuscript received on 10 May 2019 | Revised Manuscript received on 17 May 2019 | Manuscript Published on 02 June 2019 | PP: 22-31 | Volume-8 Issue-7S2 May 2019 | Retrieval Number: G10040587S219/19©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open-access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Globalisation and internationalisation of education had seen significant development in Malaysia but has unfortunately lifted our focus away from our own internal education issues. The teachers with effective multicultural behaviours and attitudes display appropriate understanding and acceptance of different cultures by responding to its subtle differences and complexities. The teachers set the ground for efficient and effective multicultural training in their respective classrooms considering the diverse cultural perspectives of their students. There is a need to understand the cultural dimensions of Malaysian students mainly from the three predominant races: Malays, Chinese and Indians who co-exist and come together in a class from various cultural backgrounds. This study is based on the assumption that the three predominant races of Malaysian students may display different learning approaches based on their cultural characteristics.
Keywords: Ethnicity, Cultural Dimensions, Learning Approaches, Cultural Awareness, Perception, Competencies.
Scope of the Article: Communication