Understanding the Meaning of Multicultural Collaboration in a Public-School EFL Class


  • Patricio Andrés Pino Castillo Facultad de Educación, Universidad Santo Tomás, Chile
  • Allyson Donoso Universidad Central de Chile
  • Katherin Ortega Universidad Central de Chile




Multicultural classroom, adolescents, English, peace education, immigrant students


This phenomenological study sought to understand the meaning of multicultural collaboration in a Chilean English as a Foreign Language class purposefully selected because of its high percentage of students from different cultural backgrounds. Through participant observation and in-depth interviews, the essence of the phenomenon was identified. Findings revealed that the students’ and the teacher’s positive attitudes towards multiculturalism, along with their respect and acceptance for diversity, propitiated a healthy and safe learning environment that made multicultural collaboration possible. Future studies should explore how these conditions may be replicated in other multicultural educational scenarios.

Author Biography

Patricio Andrés Pino Castillo, Facultad de Educación, Universidad Santo Tomás, Chile

Patricio Pino Castillo is an Assistant Professor at the English Language Teaching Programme, Universidad Santo Tomás, Chile. His works are related to intelligibility in English pronunciation, the teaching and learning of educational research, academic literacies and numeracies in higher education, English for Specific Purposes at university, and reflective practice with an emphasis on metacognitive awareness and regulation. He has led and participated in several research studies in the Faculty of Education at UST and is currently participating in a study seeking to redefine the way in which pre-service teachers and school-based tutor teachers develop their reflective skills.




How to Cite

Pino Castillo, P. A., Donoso, A., & Ortega, K. (2020). Understanding the Meaning of Multicultural Collaboration in a Public-School EFL Class. International Journal of Multicultural Education, 22(1), 1–15. https://doi.org/10.18251/ijme.v22i1.1929



Articles (Peer-reviewed)