AUTONOMOUS UNIVERSITY OF SANTO DOMINGO

HUMANITIES FACULTY
DEPARTAMENT OF LANGUAGE ESTUDIES

MASTER IN APPLIED LINGUISTICS MAJORING THE TEACHING

OF THE ENGLISH LANGUAGE

MULTICULTURAL EDUCATION
DR. RENÉ OLIVARES

FINAL PROJECT
CURRICULAR PROPOSAL FOR MULTICULTURAL EDUCATION

MASTER'S CANDIDATES
LICDA. LEIDY DE LA CRUZ
LICDA. DEYADIRA RIJO
LICDO. JOSÍAS CANELA

DATE:
OCTOBER 31ST, 2020
SAN PEDRO DE MACORÍS, REP. DOM.
 Abstract

The student body in the Dominican Republic is pretty varied. Learners come from

different socio-economic levels which influences their educational background. Dominican

education rulers as well as the teaching body are aware of this issue and have joined the

effort to facilitate the learning process to all students. Nevertheless, there is a group of

students that have stayed in the shadows which is students with learning disabilities.

Keywords: Language Class, teaching practice, inclusion.

 INDEX

Introduction................................................................................................................................
Contextualization.......................................................................................................................
Problem description...................................................................................................................
Aims...........................................................................................................................................
Background................................................................................................................................
Holistic approaches in the learning teaching process...........................................................
Use of multisensory methods of assessments.......................................................................
Legal components......................................................................................................................
Pedagogical components ...........................................................................................................
Strategies to support multicultural instructions........................................................................10
Multisensory Learning........................................................................................................10
Assistive technology and tools............................................................................................11
Helpful arragements............................................................................................................11
Educational Games..............................................................................................................12
Working together with parents............................................................................................13
Sand or shaving cream writing............................................................................................14
Air writing...........................................................................................................................14
Sandpaper letters.................................................................................................................14
Word building.....................................................................................................................15
Read ir, build it, write it......................................................................................................15
Tapping out sounds.............................................................................................................15
Story sticks..........................................................................................................................16
Shared reading.....................................................................................................................16
Action plan...............................................................................................................................17
Letter blend bingo...............................................................................................................17
Spelling stations..................................................................................................................17
Wordshark...........................................................................................................................18
Scrabble/words with friends day.........................................................................................19
Conclusion................................................................................................................................20
References
Introduction

In the pursuit of raising the level of competitiveness of its workforce, Dominican

Republic has provided the members of our education sector with tools and training to

enhance students’ learning process and skills development in different productive sectors;

Language immersion programs are found amidst these efforts. Said programs seek to

increase the country's visibility in international contexts and provide more job opportunities

to its population. Unfortunately, literacy limitations such as dyslexia usually go unnoticed

in adults who were not diagnosed in time. In a tertiary level, there can be found students

that struggle to comprehend and produce written material.

Muñoz, (2014), president of the Ibero-American Organization of Specific Learning

Difficulties (Oidea, for its acronym in Spanish), held the conference "Dyslexia, an invisible

disorder in the Dominican Republic" in which acknowledges that Dominican Republic

needs to raise awareness of this type of limitations found in learners. In the presentation it

was pinpointed the fact that this country does not even count with statistics about the cases

of dyslexia found in students. However, the speakers stated that about 15 percent of the

population of Latin America has a situation related to this matter. 

This proposal reviews relevant literature in order to present strategies that could be

integrated in national language immersion programs for responding to divergent students’

needs.

1
Contextualization

What are immersion learning programs?

The British Council Website defines immersion learning programs as spaces in

which “learners are fully immersed in the target language for a certain period of time, both

in and outside the class” and provide examples of countries such as Canada which have

used this methodology to teach French (British Council, 2020).

The University of Houston website specifies that “Learner in a language immersion

program work toward fluency in the foreign language; the method of teaching revolves

around conversations” which finds common ground on Krashen & Terrell (1983)

Acquisition-Learning Hypothesis. Said method seeks to encourage learners to use the target

language in a natural way.

The Dominican Higher Education Ministry implemented its English Immersion

Program in 2005; since then, over 158,000 students have complied with the program

requirements, graduated, and entered the labor market to apply the knowledge gained. After

successful outcomes, the country included the French Immersion Program 2016, which was

more than welcomed by the population. Every year thousands of students are awarded a

scholarship for participating in these types of programs. Participants must maintain a 1.67

GPA or above in each level to keep their scholarships and get certified; if this requirement

is not met, students lose their grant.

These courses’ evaluations are based on the four basic skills: listening, speakin,

reading and writing; being the last two a huge challenge for dyslexic learners; given their

struggle to comprehend written passages and produce in paper, said students fail the tests

given and, consequently are taken out of the program.

2
Problem Description

Language immersion programs have been adopted in The Dominican Republic to

provide more learning opportunities to adult learners, especially to those who come from

low income families. The main goal of said programs is to develop proficiency in a second

language that lead to fluent communication in international settings, as well as in local jobs

that require a deep knowledge of a second language in their collaborator.  Nevertheless, the

efforts to promote learning equality are framed by economic factors, leaving behind aspects

related with language-based learning disabilities such as dyslexia, which affects learners’

ability to read, spell, write, and therefore speak.  

In the D.R., pedagogical training programs are not oriented to inclusion or special

learning needs. Recently, the ministry of education published some ordinances that seek to

honor the commitment this country has with providing access to quality education to its

population; said commitment is found in the Dominican Constitution, General Education

Law 66-97, among others. However, the Ministry of Higher Education, which is the one

that leads the national immersion programs, has not shown evidence of adopting

approaches and strategies to respond to students that present special learning needs in

language classes.

This proposal seeks to raise awareness about the need of expanding the offer of

immersion language programs to students that are not able to read or write but are able to

interact orally with great fluency.

3
Aims

In order to promote inclusive education in Dominican Language Immersion

Programs (DLIP) through the integration of holistic approaches and multisensory methods

in the teaching and assessment process, this proposal aims to:

 Compile literature that supports the integration of holistic approaches in the learning

teaching process.

 Enlist multisensory methods for assessing learners.

 Identify commonalities among found methodologies in order to suggest assessing

techniques based on context.

4
Background

Holistic approaches in the learning teaching process.

With the goal of educating students, holistic education promotes several strategies

to address the question of how to teach and how people learn. The idea of holism advocates

a transformative approach to learning. Rather than seeing education as a process of

transmission and transaction, transformative learning involves a change in the frames of

reference that a person may have (K12academics, 2020). This change may include points of

view, habits of mind, and world views. Holism understands knowledge as something that is

constructed by the context in which a person lives. Therefore, teaching students to reflect

critically on how we come to know or understand information is essential. As a result, if we

ask students to develop critical and reflective thinking skills and encourage them to care

about the world around them, they may decide that some degree of personal or social

transformation is required.

Having a holistic approach means looking at something as a whole interconnected

entity; understanding the bigger picture, not only thinking outside the box but removing the

box completely. The holistic approach to wellbeing has been around since the 4th Century

BC, taught by Hippocrates who encouraged people to look at them themselves as a whole

person rather than just focusing on a specific body part or illness (Beyond Global Limited,

2020). 

Argyros, (2015) points out that holism can be a method of integration, where

learning occurs with all senses, with mind and body. Holistic learning of this type refers to

an integral part of the pedagogy of action-oriented concepts based on Pestalozzi´s idea of

elementary education, learning with head, heart and hand, where, except from traditional

learning, physical and emotional aspects are involved. In this type of teaching errors are
5
very important. On the one side they can be seen as an opportunity for perfection for the

teacher, who sees in them the needs of his students, while at the same time he can strongly

support the student, who in most cases feels disorientated. This “method” focuses less on

progression based on rules and the collection of standard knowledge, but more on the

individual learning process and on imitation, practical procedures and creativity.

Use of multisensory methods for assessments.

Amstrong, (2008) said that learning style is the solution to numerous specific needs.

In order to be a more effective educator for all students, teachers need to know a variety of

different techniques. Multisensory approach utilizes more than one sense in the teaching

process to enhance the learning process of the students. When learning takes place through

more than one sense the students' learning capacities and the retention of the learnt

materials have been improved. Most of the teaching in schools is done using either visual or

auditory mode (visual or hearing).

Multisensory approach is otherwise known as VAKT Method. The four modalities

of learning styles have been summarized by the acronym VAKT, for: Visual, Auditory,

Kinesthetic and Tactile. The best teaching method is to involve the use of more of the

students all the senses, especially the use of touch and movement (kinesthetic). This will

give the student’s brain tactile and kinesthetic memories to hang on to, as well as the visual

and auditory ones.

Teachers to achieve success in teaching and learning situations should try as much

as possible to know the unique strengths and weaknesses, levels, abilities and disabilities of

the learners. This knowledge will throw light on what should be taught, how it should be

shown, who should be taught, when it should be taught and where it should be taught to suit
6
the personality and learning style of the learners. While learners should take time to find

out their abilities, weaknesses, strengths and learning style to follow their unique nature to

succeed in instructional activities.

The multi-sensory approach involves use of different media, methods and strategies

in instructional exercise. To enhance effective teaching and learning in the classroom

situation, the three primary sensory organs: visual, auditory and physical should be

sensitized (Aja et al., 2017). As a result, instructional media to be incorporated in teaching

and learning should be bright, funny, colorful and close in addition to pictures (images).

While some should have volume and uniqueness of sound. Drama, role play, discussion,

debate, body movement, high emotional intensity and unique feeling should also be

incorporated into instructional strategies. The diversity of media and approach (multi-

sensory) will enhance students' active participation, understanding and recall.

7
Legal Components

This work is founded on General Education Law 66-97, which guarantees the right

of all the country's inhabitants to education; and Law 136-03, article 45 which states: “All

learner and adolescents have the right to comprehensive education of the highest quality,

oriented towards the development of their potentialities and capacities that contribute to

their personal, family and society development. Likewise, they must be prepared to fully

exercise their citizen rights, respect human rights, and develop their own national and

cultural values, within a framework of peace, solidarity, tolerance and respect.”

No learner should be left behind at school based on economic, social or cognitive

disparities. Additionally, Law 5-13 was consulted whose Article 1 about Inclusive

education policies specifies: “The State is obliged to guarantee that people with disabilities

have access to education at the different levels and modalities of the educational system,

throughout their lives, without discrimination and under equal conditions.”

Immersion language programs are thought to develop fluency in learners and

because of that dyslexic students should be given the chance to participate in an

extracurricular activity that fosters their listening and speaking skills to communicate in a

foreign language.

8
Pedagogical Components

Pedagogy consists of three main components which are: curriculum, methodology

and techniques. This work focuses on methodology and teaching techniques given that the

curriculum currently applied responds to the standards found on the common European

framework of reference. The curriculum used in immersion programs can be adapted to

respond to our context in which underdeveloped reading and writing skills can sometimes

be found in higher education.

The program’s methodology and instructional practice may be adapted to promote

the development of listening and speaking skills and assessing methods that seek to

evidence that said abilities were developed in divergent students. Since immersion

programs seek to increase employability among the population, it is necessary to train these

cognitively and linguistically diverse learners for job leads that require oral competences.

Strategies should consist of multisensory learning strategies that involve the use of

visual, auditory skills to enhance learning and help students succeed in assessments.

Genuine everyday language must be emphasized as well as the meaning of the expression

rather than the form.

9
Strategies to Support Multicultural Instruction

Essential for developing multicultural/diverse perspective learnings is a positive and

trusting classroom environment - one in which all students are made to feel welcome,

comfortable, and respected. Listed below are several strategies that are particularly useful

in promoting multicultural/diverse perspective learnings in such a classroom.

Here are 5 strategies you can apply in your classroom:

1) Multisensory Learning

Multisensory activities help dyslexic learner absorb and process information in a

retainable manner and involve using senses like touch and movement alongside sight and

hearing.

They are not only beneficial for dyslexic learners but also the rest of the class. Engaging

in something different and hands-on excites students and heightens engagement. Examples

of multi-sensory activities for the classroom include:

 Writing words and sentences with tactile materials, e.g. glitter glue, sand, pasta,

LEGO, or beads.

 Physical activities to practice spelling, e.g. hopscotch or jump-rope – the learner

spell out words when they jump to each square or over the rope. Students work in

pairs and take turns to dictate words and spell them.

 Scavenger hunts for letters and words – split students into teams and give them a

word. Next, write letters onto notes and hide them around the classroom. The teams

must find the letters to construct the assigned word and then glue them together on a

poster by cutting out the letters

10
2) Assistive technology and tools

 Pocket spell checkers: The dyslexic learner types in a word how they think it’s spelled,

often phonetically, and the spell checker will return a correctly-spelled match. This

helps the learner strengthen their confidence in both writing and spelling and commit

correct spellings to memory.

 Line Readers: Aline reader magnifies and highlights the portion of text over which it is

placed. This helps dyslexic readers move through a book or worksheet and keep their

place easier, especially if they experience ‘swimming’ words: the surrounding sea of

text will be less distracting.

 Colored keyboard: Keyboards with colored overlays and larger letters make typing

more accessible to dyslexic students. Some come with multimedia hotkeys that enable

the user to play, pause, stop, or rewind audio, which is useful as dyslexic learners often

use text-to-speech software when reading and writing. When purchasing assistive

technology for a dyslexic student, consider acquiring several for other students to

share. This will lessen feelings of isolation or difference the dyslexic learner may feel

and prevents other students from feeling envious.

3) Helpful Arrangements

1. Use a cloze procedure.

2. Give the dyslexic student a sheet containing key information that you’ll be covering

throughout the lesson and blank out key words. The student can then take notes just

like others without the stress of trying to copy everything before it’s wiped off the

board. This helps them focus and commit key information to memory.

11
 3. Give them plenty of time to complete homework.

4. If a piece of homework takes a day to complete, distribute it on a Friday so that the

dyslexic learner has the whole weekend to work on it.

5. You could also let their parents know what the homework schedule is for the month,

so they can start looking at certain topics with their learner at home in advance.

6. Mark based on effort and ideas.

7. Dyslexic learners may be less skilled than their peers at spelling and grammar.

However, if their thought process and creativity shine through the errors and it’s

clear they’ve made an effort, this should be praised.

8. Highlight any major spelling errors using a green pen – nothing screams “WRONG”

more than a teacher’s demotivating red pen!

4) Educational Games

The great thing about games designed for dyslexic students is that any learner can

benefit from them, so you can easily incorporate them into lessons for the whole class.

Nothing will excite your students more than playing games!

There are hundreds of educational apps and games for dyslexic learners available.

High Speed Training and Dyslexic.com have a selection of apps which are available. Some

excellent places that provide digital or physical games for the classroom include:

 Nessy.com – Nessy offers a range of PC games that help learners understand the

sounds that make up words – an area where dyslexics particularly struggle. Their

colourful, cartoony style is appealing and engaging to kids.

12
  Dyslexiagames.com – The workbooks available here are full of puzzles, 3D

drawings, and reading activities, tailored to dyslexic learners’ strength: visual

thinking.

 Simplex Spelling – If you have iPads in your classroom,the apps in the Simplex

Spelling series are an excellent choice. They help build up students’ understanding

of phonics and how words are constructed. The series placed 3rd in the 2012 Best

App Ever Awards – Best Elementary Student App.

5) Working together with parents

Meet with dyslexic students’ parents regularly to discuss how their learner is doing

and the strategies you’ve applied in the classroom. The learner’s parents can also update

you on what methods they’ve been using at home and what’s been successful.

This is important because, ultimately, no two dyslexic learners are alike and there is

no ‘one-size-fits-all’ approach. By sharing knowledge about ongoing progress, both you

and the parents can work together to find learning methods that successfully aid the

dyslexic student’s learning.

Multisensory instruction is a way of teaching that engages more than one sense at a

time. Using sight, hearing, movement, and touch gives kids more than one way to connect

with what they are learning. Here are a few examples of multisensory techniques you can

use to help all kids, especially those who struggle with reading.

13
Sand or Shaving Cream Writing

This activity lets kids use sight, touch, and sound to connect letters and their sounds.

Kids start with a handful of sand on a cookie sheet or a dollop of shaving cream on a table.

Then they spread out the sand or shaving cream and use their finger to write a letter or word

in it. As they write, kids say the sound each letter makes. They then blend those sounds

together and read the whole word aloud.

Air Writing

Air writing (also called sky writing) reinforces the sound each letter makes through

“muscle memory.” It can also help reinforce commonly confused letter forms like b and d.

Kids use two fingers as a pointer (keeping elbows and wrists straight) to write letters in the

air. They say the sound each letter makes as they write it. Encourage kids to imagine the

letter as they write it. They can also pretend they’re writing in a certain color.

Sandpaper Letters

Letters cut out of sandpaper can help kids retain a tactile (touch) memory of letters

and their sounds. Kids trace each letter with their fingers while saying the sound of the

letter out loud. They can feel the shape of the letters as they write. Kids can also arrange

sandpaper letters on a table to spell out star or sight words. Then they lay a long piece of

regular paper on top and color over the letters like a “gravestone rubbing.”

14
Word Building

Kids can build words with tiles or magnetic letters. The Barton Reading Program

uses color-coded tiles in various ways to help kids connect sounds with letters. Kids can

also use magnetic letters that have vowels in one color and consonants in another. Kids say

each letter’s sound as they lay it down. Once they’ve built the word, they read it out loud.

Read It, Build It, Write It

You can use this technique to teach sight words to one or more kids at a time. Kids

each have a piece of paper with three boxes on it, labeled “Read,” “Build,” and “Write.”

They also have cards with sight words, magnetic letters (or tiles), and a marker. Have kids

read the sight word that’s in the “Read” box together with you. Then have them build the

word in the “Build” box, using their letters. Finally, have kids practice writing the word in

the “Write” box.

Tapping Out Sounds

Tapping gives kids, a way to feel and hear how sounds are segmented and blended

to make words. The Wilson Reading System pioneered this technique. Kids break down

and blend word sounds by tapping out each sound with their fingers and thumb. Take the

word bat. Kids tap an index finger to their thumb as they say the b sound. They tap their

middle finger to their thumb as they say the short a sound. And they tap their ring finger to

their thumb as they say the t sound. Then they put the sounds together to say bat.

15
Story Sticks

Story sticks can help kids who struggle with reading comprehension visualize the

elements of a story. Use a different color craft stick to represent each element. Yellow

sticks might ask the question, “Who are the characters?” while blue sticks ask, “What is the

setting?”

While reading together, hand kids a stick and ask them to answer the question on it. Or ask

kids to highlight the elements of a printed story using the proper colors. Print and create

your own story sticks.

Shared Reading

In this activity, kids join in or share the reading of a book with you. They follow

along as you read aloud or while they listen to an audio version of the book. They can

interact with the text by underlining sight words or circling short or long vowels.

During shared reading, kids can use printable books. Printable books leave a space for kids

to write in sight words or draw pictures to match sentences.

16
Action Plan

These activities include games and stations that bring together an entire classroom

of students to combat feelings of anxiety, depression, and low self-esteem that can plague

dyslexic students. These social activities help dyslexic students build relationships with

their peers while learning in a safe environment.

1. Letter Blend Bingo

One problem a dyslexic learner have is matching letters to their corresponding

sounds. Special education expert Eileen Bailey developed a lesson plan for kindergartners,

first graders, and second graders to tackle this issue.

Using bingo charts and flashcards with words that use specific consonant blends,

teachers read a word or show a picture representing the word to their students. Students

then place a mark on the bingo square with the matching consonant blend. This process is

repeated until the students have matched up enough consonant blends to make BINGO.

This activity helps dyslexic students learn and remember letters and letter

combination sounds by pairing repetition with auditory and visual aids.

2. Spelling Stations

Dyslexic students struggle with perceiving the sequence of letters in a word and

often mentally rearrange letters within words. To help students who encounter spelling

challenges due to dyslexia, Education Corner created “Spelling Stations.” This lesson plan

helps students in first, second, and third grades sharpen their spelling skills by using various

visual, auditory, writing, and verbal repetition stations. You can create a variety of stations

17
based on the materials and resources available at your school. Here are few ideas to get you

started:

 Letter magnets: Students spell words with magnetic letters on a metal surface.

 Puzzle time: This station is made up of spelling worksheets (such as crossword

puzzles and word searches) to facilitate word recognition.

 Colorful words: Students write out assigned spelling words using different colors

for each letter to create associations between colors and letters, facilitating the

retention of correct letter sequencing.

 Word art: Using crayons, markers, glitter, and other art materials, students spell out

and decorate words on construction paper, associating the spelling of that word with

artistic expression.

Your students should rotate between these stations so that they can find the method that

works best for their learning style.

3. Wordshark

School software Woodshark (available in the UK, Australia, New Zealand, South

Africa, and Ireland) uses multisensory learning to help dyslexic students with spelling,

reading, and writing. It uses more than 50 games to teach phonics, spelling rules, word

sequencing, and word sounds. Each game increases in complexity and adds time limits to

spur student improvement. Instructors can modify this software to meet the needs of

individual students and obtain weekly progress reports.

18
Woodshark is available for single players as well as online if you want to use it in a large

classroom setting. The pricing for the software is split into tiers for school-wide usege or

single users.

4. Scrabble/Words With Friends day

After weeks of intensive work focusing on word formation, letter sequencing, and

spelling, why not take a day to reinforce these concepts through games? Host a game day

that includes a classroom Scrabble tournament or a Words with Friends competition using

student cell phones or classroom. Learning Works for Kids includes Words with Friends

among their top five recommended games for learner with dyslexia.

These games utilize students’ abilities to spell larger and more complex words in a

healthy, competitive environment, motivating them to put what they have learned into

practice. Students are far more likely to learn when having fun with interactive and social

lessons, making Words With Friends a great free lesson tool for students with dyslexia.

19
Conclusion

The need for multicultural education and intercultural education in our education

system today almost no one disputes. Qualitative and quantitative changes must be done in

the Dominican school system, hand in hand with intercultural education, new educational

goals, methods and approaches. Reaction of the Dominican education system is to adapt to

new educational trends, mainly by changing the curriculum. Innovative conditions cause an

increase in the intensity of the requirements for teacher professionalism and competence.

Given that the primary school teacher is a crucial and irreplaceable factor in education,

demands for self-development and its quality are increasingly important.

We have to bear in mind the important roles that universities and schools can play

by contributing to the development of socially just and inclusive societies. We should be

alert to the ways in which, intended or not, the structures, procedures, practices and culture

of the higher education systems can exclude or disadvantage some groups, such as students

with dyslexia. Change is necessary if our goal is for these students to achieve educational

equity.

Dyslexia is a context related problem which means it is a problem in those

situations where writing and reading abilities are needed. It is therefore important that

students with dyslexia are met with understanding of their disabilities and offered special

arrangements in certain situations, when necessary.

Class and subject teachers should assume major responsibility for the progress and

development of each student in their classes with learning difficulties arising from dyslexia,

with other teachers and professionals assuming supporting roles. Class and subject teachers

should play a central role in the identification of students who may be at risk of developing

learning difficulties arising from dyslexia, in planning and implementing appropriate

20
adjustments to instruction, and in communicating relevant information to parents and to

other professionals.

The pedagogical evaluation is one of the ways to evaluate whether changes in

education not only formally - in the documents on education, but also in everyday reality.

We value the teaching evaluation we would like to use in monitoring levels of

implementation of multicultural education into practice.

Generally speaking, multicultural education is predicated on the principle of

educational equity for all students, regardless of culture, and it strives to remove barriers to

educational opportunities and success for students from different cultural backgrounds. In

practice, educators may modify or eliminate educational policies, programs, materials,

lessons, and instructional practices that are either discriminatory toward or insufficiently

inclusive of diverse cultural perspectives. 

Multicultural education also assumes that the ways in which students learn and

think are deeply influenced by their cultural identity and heritage, and that to teach

culturally diverse students effectively requires educational approaches that value and

recognize their cultural backgrounds. In this way, multicultural education aims to improve

the learning and success of all students, particularly students from cultural groups that have

been historically underrepresented or that suffer from lower educational achievement and

attainment.

As the challenge to better educate underachieving students intensifies and diversity

among student populations expands, the need for multicultural education grows

exponentially. Multicultural education may be the solution to problems that currently

appear insolvable: closing the achievement gap; genuinely not leaving any learner behind

academically; revitalizing faith and trust in the promises of democracy, equality, and
21
justice; building education systems that reflect the diverse cultural, ethnic, racial, and social

contributions that forge society; and providing better opportunities for all students.

Multicultural education is crucial. Classroom teachers and educators must answer its

clarion call to provide students from all ethnic groups with the education they deserve.

22
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