Challenges in

Teaching

HELEN M. VIOLENTA
Grade III Mapagmahal- Adviser
Multilingual and
Multicultural Learners-Centered and
Classroom Constructivist Teaching

CHALLENGES
Children with IN TEACHING Multigrade
Special Needs Classes

Multilingual Brain-Based ICT Integration

Inteligence Education
Different Challenges of Teachers in Local or Global
Context
Addressing culturally And integrating ICT in
diversity responding to the teaching and learning
needs of special learners, process.
handling class size.

Dealing with learners with

various talents and
intelligence.
Multilingual and
Multicultural
Classroom
A. Teaching in Multicultural and Multilingual
Classrooms

Multicultural education is an interesting and

important topic for teachers. As its heart is a deep
conern about equity, repect for diversity, cultural
iteracy and fair treatment for everyone in school. it
does not only concern itself with cultural minority
groups and indigenous people but for every learner in
school.

Learners are different in terms of language,

 religion, ethnicity, belief, nationality and culture.
This holds true in the Philippines where there are
more than 107 ethno-linguistic groups. Each learner
in the class has different religions speaks difficult
language and etc. Teacher are challenged to use
pedagogical approaches that are culturally relevant
and responsive.

The country is also a host to growing number of

foreigners coming to study in Philippines schools.
Many have come to study English some parents
doing business or assigned to work in the country.
 The cultural diversity in our country demands all
teachers to be equipped and empowered to address
the needs of a cultural diverse classroom.

LANGUAGE
plays an important role in teaching and learning
process. In real life, education and society are inseperable.
It is a production of knowledge.

EDUCATION
is a social activity that is important for all human
beings.
 (Dewey 2001) elucidates that language instinct
is the simpliest form ofn social expression of the
child. Hence, it is the greatest of all the
educational resources that is innate to the child and
can be utilized in learning.
The DepEd has implemented the Mother-Tongue
Based Multilingual education in its K-12 Education
program.
First language from Kindergarten to Grade III.
Filipino and English graduualy developed from
Kindergarten to Grade 3. Theories and researches
learners learn the second language.
Mother Tongue is used in instruction and the
learning materials of other learning areas.

(Leuter 2004) the use of teaching materials based

on local language tends to result to higher literacy
rates.
Using local language also gives meaning and
context to slot of ideas learned in school. And it is
one way to promote understanding of various
concepts in particular socio-cultural perspective
and context.

Understanding the context (personal, cultural,

and environmental) is important, and using the
local language is vital in teaching and learning.
 (Vygotsky 1962) explains that language
plays a crucial role in forming abstract
concepts, and these abstract concepts, according
to Banks and Thompson (1995) are critical to the
develop of some disciplines.
the following are the examples of the things that can promote the
cause of multicutural education

1.Content Integration- is a cultural practice,

cultural values, history, and respect for cultural
diversity can be integrated of the variuous
content of the subject taught in basic education.
2.Cultural Immersion- students can be immersed
in different culture.
3.Celebrate Cultural Diversity- similar in what we
do in UN month celebration, and the Linggo ng
Wika, students can experience and enjoy
different dances.
4. Culture Response Pedagogy- teachers use
pedagogic method, approaches, and techniques
that respect to cultural mindset, cultural values
and cultural practice of the learners.
5. Teaching Local Culture- teachers will introduce
local culture to students tough lectures, fora, and
symposia.
6. Use the Local Language as a Medium of
Instruction- teacher need to support the
implementation of Mother-Tongue Based
Multilingual Education (MTB-MLE) of the
Department of Education.
 The Philippines is also a home of various indigenous group.
The Philippine 1987 constitution encouraged the state to provide
Education that is relevant to their culture and indigenous
practice of this indigenous people.

Pawilen (2013) identified several approaches that can be use

to integrate indigenous knowledge in the curriculum.