Version: 3/20/2019 2
Additional Course Information
Topical Outline: Each offering of this course must include the following topics (be sure to include information regarding lab,
practicum, and clinical or other non-lecture instruction).
1. Students will describe their own culture and any beliefs or values that may lead to biased points of view.
2. Students will distinguish between types of multicultural and multilingual classroom environments (ESL-English as a
Second Language, bilingual, and dual language models)
3. Students will discuss teacher attitudes and classroom practices that will promote a school climate tolerant of diverse
cultures.
4. Students will evaluate whether classroom environments and practices promote academic success for students of
varied cultural backgrounds (including instructional resources)
5. Students will research, plan, and evaluate appropriate and diverse ethnic and cultural activities.
6. Students will articulate their philosophy for multicultural education.
7. Students will discuss their own story of immigration (or the story of a known immigrant).
8. Students will discuss ways to engage families and the community in multicultural education.
9. Once the above have been covered, other topics at the discretion of the instructor.
National Association for the Education of Young Children (NAEYC) Standards Measured in this course:
1. Promoting child development and learning
2. Building family and community relationships
3. Observing, documenting, and assessing to support young children and families
4. Using developmentally appropriate approaches
5. Using content knowledge to build meaningful curriculum
6. Becoming a professional
Course Learning Outcomes:
Learning Outcomes – Upon successful completion of this course, students will:
1. Compare models of multicultural/multilingual education
2. Identify personal and institutional bias3. Plan and evaluate multicultural environments and activities.
Methods of Assessment:
1. 2.3. Class discussions (may be online) and teacher made tests (minimum of midterm, final, and any other tests
or quizzes deemed necessary). The midterm exam must have a minimum of one essay question. (Grade of 70 or
higher indicates mastery)
2. Student autobiographical paper outlining one's culture, basic beliefs, and personal cultural practices (graded
by a departmental rubric; grade of 70 or more indicates mastery)
2. Philosophy paper outlining their beliefs and views on multicultural education. This project will be graded by a
departmental rubric with a grade of 70 indicating mastery.
3. Term project of 10 appropriate multicultural lessons designed for one age group (birth-grade 6) including
multicultural books, music, art, and learning center ideas. This project will be graded by a departmental rubric
with a grade of 70 indicating mastery.
Required text(s), optional text(s) and/or materials to be supplied by the student:
Most recent edition of:
DeMelendez, W. R. & Beck, V. (Most recent edition) Teaching young children in multicultural classrooms: Issues,
concepts, and strategies. Delmar Learning.
Suggested Course Maximum:
35
