1.

0 INTRODUCTION

Malaysia is well-known for its multicultural society which consists a variant of ethnic
groups like Malays, Indians, Chinese, Orang Asli and many other to be named. The education
system is the best tool for these ethnic groups to work together. Education is a deliberate
attempt to construct human beings who will participate in society as productive citizens. Schools
in Malaysia have rarely offered an enthusiastic welcome for student differences especially
primary schools that are composed predominantly of one ethnic group. However, the presence
of majority and minority groups does not rule out the chance of experiencing multiculturalism as
it may only make it more difficult. The fact that they study at the same school shows a hint of
hope that they are able tolerate their differences regardless of the majority group. A multicultural
classroom must thrive on these differences and use them as a foundation for growth and
development (Manning and Baruth, 2000). The differences command work, resolution,
openness, and understanding. The main aim of managing multiculturalism in Malaysia is to
maintain national integration in which all these various cultural communities could live alongside
each other while maintaining their own original identities (Sharifah Norsana and Mohamed Najib
, 2010). This paper will discuss the ways Anand can create a cultural friendly classroom
environment to cater for his Year 5 students to have strong awareness and understanding of
socio-cultural diversity in Malaysia. The points to be put forth in this discussion are buddy
system, diversity corner and traditional games segment.

2.0 BUDDY SYSTEM

Buddy systems in schools teach and give students the opportunity to practise the
important values of respect, care, valuing difference, responsibility, friendship and consideration.
A buddy system can strengthen the school community and help to overcome challenges such
as stereotypes, misconceptions or fears that students hold about those of different cultural
backgrounds. It can also help students to feel valued and supported, teach important social
skills and create a caring ethos in the school (Benefits to your child, 2010).

The buddy system is implemented by pairing up students of different cultures and

assigning them with tasks to learn more about each other’s culture. The range of new
knowledge to be attained here can comprise of any cultural elements such as customs and
traditions, language and many more. In order to ensure that the students actually do what they
are told, Anand will have to play his role by checking on their progress by asking them about
each other at school on a daily or weekly basis. For example, a Chinese and a Malay student
can be assigned to spend more time eating together during recess to find out more on each
other’s eating etiquettes. A teacher can inspect their development by enquiring about the proper
way of consuming soup for the Chinese or manners in using hands to eat for the Malays in
class. Buddies can also be called to publicly talk about what they have learned from each other.
By increasing chances of communication among each other of different cultural backgrounds,
Anand’s students will feel more connected and cared for among themselves. This can instantly
counter Anand’s problem in getting his Orang Asli students to attend class more often. In short,
the buddy system can aid Anand to promote cultural awareness by building social relationships
among his students.

3.0 DIVERSITY CORNER

A diversity corner is similar to subject corners where students usually put up information
about a particular subject such as a multiplication table for Mathematics and a list of idiomatic
expressions for English. What makes the diversity corner different is that the amount of
information which can be fit into it is almost limitless and goes according to ethnic groups. For
instance, Anand can select a section in the classroom for the diversity corner. It is then to be
filled with anything about the Orang Asli culture for the first week and will be followed up by
other races for the weeks to come. Each group consisting of students with different cultural
backgrounds will be assigned with different cultural elements. Once all the ethnic groups have
been covered, the process will be repeated with the race gone through in the first week without
repeating the same information put up. In that one week period, the information can be changed
daily, starting with one particular cultural element before moving on to another until the end of
the week. All of Anand’s students are to take charge of the diversity corner for their classroom
under his supervision. They are required to search for relevant and suitable information to be
displayed.

The idea of creating a diversity corner mainly aims to provide and spread information
about a certain culture. In general, most students are comfortable interacting with people,
behaviours, and ideas that they are familiar with but react with fear and apprehension when
faced with the unfamiliar (Lynch, 2012). Therefore, having adequate knowledge about culture
helps to overcome the problem as it enables students to answer their own questions concerning
the cultures they do not know much about. Students can create a classroom environment where
they can thrive together and understand that individual characteristics make people unique and
not ‘different’ in a negative way (Petty, 2016). This indirectly develops students’ understanding of
others’ cultures, thus making them more aware and sensitive towards socio-cultural diversity in
the country.

4.0 TRADITIONAL GAMES SEGMENT

Traditional games are motor activities of leisure and recreation which can have a ritual
character. They are practiced in an individual or collective manner, deriving from regional or
local identity; they are based on rules accepted by a group that organizes competitive or non-
competitive activities. (UNESCO, n.d.). Having a traditional games segment in Anand’s class is
a fun way of learning about others’ culture. For example, Anand can use traditional games in his
English language lessons where students need to practise the English language in giving
explanations on the ways to carry out the particular traditional game.

Traditional games convey the values of solidarity, diversity, inclusiveness and cultural
awareness (Hashim Abro, 2015). Traditional games also provide a venue for students to spend
time together, to generate lively banter, and to communicate with one another, done in the spirit
of fun (Rayel, 2016). This form of interaction develops positive relationships between the
students regardless of their differences. This provides an opportunity for Anand’s students to
participate in games such as ‘congkak’, ‘cap teh’, ‘kabadi’ and ‘kerchang’. It is clear that Anand’s
class can be benefited from a segment as such where those involved are able to have fun
together and learn at the same time.

5.0 CONCLUSION

It is undoubtedly important to understand and be open towards cultural differences and

this is why the points discussed above should be taken into consideration by Anand to improve
his students’ relationship among each other. The buddy system mainly helps in building positive
social relationships among students of different cultures while the diversity corner and traditional
games segment play a major role in providing students with chances to learn about others’
culture.
References

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Manning, M. L., & Baruth, L. G. (2000). Multicultural education of children and adolescents.
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Lynch, M. (2012). Promoting respect for cultural diversity in the classroom. Huffpost Education.
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