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

Patricio Andrés Pino Castillo, Allyson Donoso, Katherin Ortega


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.


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

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DOI: http://dx.doi.org/10.18251/ijme.v22i1.1929

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