Introduction

Malaysia is considered to be a multicultural country, which comprises of the Malays,

Chinese, Indians, Ibans, Kadazans and many other ethnic groups. The presence of so much
ethnically diverse groups brings about the differences in cultural practices and beliefs as
well. This diversity as prominently seen in the school environment, especially in urban areas
where people of different ethnicity send their children to one school. It is the role of a teacher
to create a culturally-friendly classroom environment in which to motivate students’ learning.
In fact, the classroom is the best place to teach students on the importance of accepting and
respecting multicultural diversity. Thus, teachers teaching in a classroom where diversity of
culture becomes an integral part of the student population, have an important role in creating
acceptance among the diverse ethnic groups.

Aware of the Learning Styles

First and foremost, teachers need to be aware of the different learning styles that is present
in a multi-ethnic classroom. Before planning for a lesson or activities, a teacher needs to
consider the differences in how knowledge is imparted amongst different cultures. Every
culture has its own unique way of transferring knowledge. For example, Chinese students
are known for their passive style of learning. Ballard & Clanchy (1991) argues that students
coming from a Chinese background relies heavily on repetitive rote-learning and
memorisation. Meanwhile, Malay students are known to be more successful in their learning
when a more hands-on approach is applied. These differences can make a student feel left
out if unaddressed especially when a teacher focuses on the learning styles of the majority
group in a classroom. Therefore, it is advisable that teachers diversify their teaching styles in
the classroom. In today’s classroom, the teacher is often perceived as the facilitator, in which
they guide the students to explore the knowledge rather than spoon-feeding them with
information. This method of teaching is beneficial for a multi-ethnic classroom because each
student receives equal opportunities to learn regardless of their cultural background. By
implementing a diversify teaching strategy, teachers are creating a safe environment for
students to explore the knowledge and eliminates any sense of threat in the classroom.

Diversity Rich Activities

Next, teachers need to encourage more diversity rich activities in the classroom. This type of
activities not only encourage student’s interaction with peers of different cultures, but allows
them to explore the culture of their friends as well. Literature is an effective medium to foster
cultural and personal pride within students and promotes cultural awareness, tolerance,
mutual respect, and understanding among students from diverse backgrounds (Olson 1996).
As an example, teachers can create a mini classroom library with books representing the
cultures of the students in the classroom, as well as that which comes from other cultural
backgrounds. From there, students can read about literatures from within Malaysia as well
as from other countries and have an open discussion with the teacher about what they find
interesting and unique about a piece of literature. Sharing books from different cultures give
students the knowledge about cultures that differ form theirs especially from the ethnic
groups in Malaysia. By having that knowledge, students can become more aware of the
sensitive issues that they need to avoid when interacting with peers from different cultures.
This act of respect can create a harmonious environment within an ethnically-diverse
classroom. Teachers also play the role to point out the cultural differences across ethnic
groups when conducting such activities. They should be clear in explaining the multicultural
values imparted in each literature piece without being stereotypical. Hence, students can feel
accepted within a diverse ethnic environment when the classroom is very accepting of one
another cultures.

Cultural Exchange Unit

In addition, teachers in a multiracial classroom can conduct a cultural exchange unit in which
students are asked to bring an item that reflects their heritage or culture. Every culture
especially in Malaysia has its own unique item that as closely associated with that particular
culture. This can be in the form of cuisines, traditional clothing, traditional games,
handicrafts, and much more. These elements do indeed provide a sense of pride within an
ethnic group as it is uniquely found only in their culture. By asking students to showcase
their culture visually to their peers, they can share the uniqueness of their culture and be
proud to be within that culture. They can also learn from their friends about the differences
between cultures and provide a feeling of acceptance and mutual respect for that difference.
To make the activity more meaningful, teachers can organise a classroom cultural gathering
during special occasions such as Malaysia Day so that students will experience a more
meaningful situation in showcasing their cultural heritage. Students can be asked to bring
cuisines of their own ethnic groups to be shared with friends and teachers alike, dress in
their traditional clothing, and perform songs or dances from their cultural background. From
here, students are also given the opportunities to learn the taboos of t other cultures
especially in terms of food and they will understand that it is something to be accepted and
respected in order to create a harmonious environment in the classroom.
Cultural Trips

Besides that, in order to create a culturally-friendly classroom, teachers can organise

learning trips to museums or galleries which showcases the different cultural background of
the ethnic groups in Malaysia. This is yet another approach in which students are given the
opportunity to get to know the different cultures present in Malaysia. One of the most
intriguing places to go for an immersive cultural experience is Sarawak’s one and only
Cultural Village. This living museum gives its visitors the experience of being within the
cultures of ethnic groups in Sarawak, creating a wholesome idea of what it is like to be a part
of a certain ethnic’s culture. Students especially can benefit so much from such trips as they
can experience other cultures in a fun yet meaningful way. Exposing the students to cultural
experiences in such way gives them the chances to see the beauty of diversity in our
country. With that sense of appreciation, it is hoped that students can apply these values
back in the classroom where they are more sensitive in approaching their friends’ cultures.
This can create a bonding experience in which students can talk about their cultures and
appreciate the diversity of the ethnic groups in Malaysia. Through this experience, students
themselves act as the agents to bring about the culturally-friendly classroom environment.

Conclusion

As a conclusion, teachers should be very much aware of the opportunities to create a

culturally-friendly classroom. Before letting their students to get to know the knowledge,
teachers themselves must first get to know their students. Stereotypes and over
generalisations are amongst the issues that teachers need to avoid in the classroom. So
long as these elements are not present in the classroom, students can benefit on so much in
exploring the multicultural nature of our country and getting to know their peers of different
cultural background. With this, it is hope that we can build a more accepting society that is
free from prejudice and intolerance towards others.
References

Culture-friendly environment in classroom. (n.d.). Retrieved March 10, 2019, from

https://www.academia.edu/6660381/Culture-friendly_environment_in_classroom

Gill, E. (2018, August 21). Teaching Styles: Different Teaching Methods & Strategies.

Retrieved March 10, 2019, from https://education.cu-portland.edu/blog/classroom

resources/5-types-of-classroom-teaching-styles/

Koeller, S. (n.d.). Retrieved March 10, 2019, from

http://www.socialstudies.org/sites/default/files/publications/se/6002/600206.html

Wing, H., Wa Sit. (n.d.). Characteristics of Chinese Students’ Learning Styles - IPEDR.

Retrieved March 10, 2019, from http://ipedr.com/vol62/008-ICLMC2013-M10004.pdf