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dc.contributor.author MacKay, Tim en_US
dc.date.accessioned 2007-05-17T12:36:49Z
dc.date.available 2007-05-17T12:36:49Z
dc.date.issued 1998-04-01T12:36:49Z
dc.identifier.uri http://hdl.handle.net/1993/1448
dc.description.abstract English-as-a-Second-Language (ESL) programs are often regarded as one of several important vehicles for the delivery of Multicultural Education (MCE) and Anti-Racist Education (ARE). However, little attention appears to have been given to ESL teachers' awareness of MCE/ARE or to their related professional development needs. The intent of this study has been to explore: some of the attitudes and beliefs that Manitoba K-12 ESL teachers hold about MCE/ARE; the types of MCE/ARE attitudes and beliefs reflected in ESL teachers' classroom practices; the extent to which ESL teachers think they are placed in leadership positions for MCE/ARE programs; the extent to which ESL teachers believe they are professionally competent to undertake leadership for MCE/ARE programs; and ESL teacher perspectives on the effectiveness of MCE/ARE professional development and training. This study made use of a survey questionnaire distributed to Manitoba K-12 ESL teachers, followed-up by interviews with volunteers from among the questionnaire respondents. The results suggest that although most Manitoba K-12 ESL teachers hold attitudes and beliefs supportive of many of the broad goals of MCE/ARE, when probed more deeply they tend to focus more narrowly upon a primary concern with creating intergroup harmony and preventing overt acts of racism. Their common MCE/ARE practices stress sharing and respecting cultural differences. Only a few ESL teachers report undertaking MCE/ARE leadership roles, but most report a sense of competence to do so. Most ESL teachers report dissatisfaction with current MCE/ARE professional development and training initiatives. This study focuses attention on the fact that MCE and ARE constitute essential skill areas for ESL teachers and require specific training and development in order for ESL teachers to contribute to educational equity and inclusivity objectives. en_US
dc.format.extent 11258237 bytes
dc.format.extent 184 bytes
dc.format.mimetype application/pdf
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dc.language en en_US
dc.language.iso en_US
dc.rights info:eu-repo/semantics/openAccess
dc.title A survey of Manitoba K-12 ESL teachers' perspectives on multicultural education and anti-racist education en_US
dc.type info:eu-repo/semantics/masterThesis
dc.degree.discipline Faculty based Education PhD en_US
dc.degree.level Master of Education (M.Ed.) en_US


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