Transcript 1:

Me: Hello sir, how are you doing today?

Interviewee 1: Good, how are you? What brings you here today?

Me: Oh, actually I would like to ask if you are free today, for I would like to conduct an interview
session with you if you do not mind?

Interviewee 1: Oh, I am free today, but only until 10.30a.m but I would be more than happy to.

Me: Thank you sir, before we start off with this interview session, how about if we find a nice
setting, so that you would feel comfortable, I say, how about if we sit at the bench?

Interviewee 1: Yes, let’s.

Me: Before executing this session, I would like to ask for your permission in recording this
session, for documentation purposes.

Interviewee 1: Yes, you have my permission, it is fine.

Me: Thank you sir. For starters, I would like to ask you sir, on your understanding on the
concept of diverse ethnic groups and cultures in a classroom? So, what is your opinion?

Interviewee 1: In my opinion, the meaning of the concept is when in a classroom you would
have students that comes from different backgrounds. Be it from their family background,
cultural background, based on their ethnicity and religion.

Me: So, how do you attend to the group? Because they are considered as diverse in their own
social community, so how do you attend to that, in terms of teaching and learning?

Interviewee 1: For me, it its important that teachers do not specify on any cultural or ethnic
contents when trying to teach their students. Meaning to say, they should be general in the
context that they use in teaching their students. That is my opinion.

Me: Is there anything else that you would like to add-on?

Interviewee 1: In my opinion, is not good to stress on religion or on any political belief or on

any bias on certain race. Also try to exclude sensitive issues. For instance, if a teacher is to
choose a literary text, the teacher must be very smart in choosing it in order to not create any
negative perceptions or any hurt towards the students.

Me: Thank you for the sharing of opinions sir.

Interviewee 1: The pleasure is all mine, now, I have to go, till we meet again.
Me: Thank you for spending your time with me regarding this interview even though you are
on a tight schedule. I really appreciate it sir.

Interviewee 1: My pleasure.
Transcript 2:

Me: Hello madam, good morning!

Interviewee 2: Good morning to you too!

Me: I would like to ask if you are free at the current moment for if you are, I would like to ask
you a few questions regarding Malaysia’s classroom setting?

Interviewee 2 : Well, I still have time to spare, sure I will try my best to answer your questions.

Me: So, madam, what is your understanding on the concept of diverse ethnic groups and
cultures in the classroom?

Interviewee 2: Well, it generally means the different type of people such as from different
ethnics, religion and race and I guess that is just it.

Me: Oh, okay…moving on to the next question. So how, do you attend to these students in
general?

Interviewee 2: Well, you have to try your best in avoiding sensitive issues mainly religion,
politics, race and ethnicity. For instance, when you teach in the classroom, give every student
your undivided attention, paying more attention to the weaker ones. ‘Paying more attention’
here means to give extra guidance without the making any background as an influence
towards that decision.

Interviewee 2: Not only that, even though previously before I told you that we need to try our
best to avoid in bringing up sensitive issues, we need to carefully educate the students about
the diverse culture around their lives, teach them to understand, accept, adapt, and focus on
being kind to each other. It depends on the teacher and how to make use these kinds of things
to actually give not only the teacher but also the students the upper hand, that is to manipulate
these kind of things towards the betterment of a society, starting from the young ones, and
that is all in my opinion. Lengthy is it not? [chuckle]

Me: Wow, it is actually [chuckle], but what a brilliant respond!

Interviewee 2: Why, thank you! It has been a while since I have gotten any compliments
[chuckle]. Oh my, look at the time! I have to go.

Me: I really appreciate having you on this interview, thank you so much for your time madam.

Interviewee 2: The pleasure is all mine. Till we meet again.

 REPORT

Subject:

Report on the teacher’s understanding on the concept of diverse ethnic groups and cultures
in the classroom and how they attend the group in diversity in their teaching and learning.

Introduction:

Since Malaysia consist of multiple ethnic groups, teachers will need to adhere to different
types of students within the same period. And because of that, teachers will need to make use
various strategies so that harmony is always present during teaching and learning sessions.

Methodology:

Two teachers were interviewed regarding this matter. Both of the interviewees insist for their
identity to remain confidential.

Findings:

Based on these two interviews, it can be seen that both of the interviewees know what is a
‘culturally diverse’ class in general. This factor of immediate comprehension is possibly mainly
due to the fact of the societal diversity in Malaysia which can be seen and experienced directly.
Because of this factor, ‘each classroom must be culturally responsive to the needs of our
diverse students’ and the teachers must always make sure to apply a general approach that
can aid these students to find a sense of belonging and investment in their classes (Michelle
Hill, Creating the Culturally Diverse Classroom, 2017). Highlighting the term ‘general
approach’ which is mentioned by Michelle Hill, both of the interviewees did mention regarding
the usage of ‘neutralisation’, which in other terms, to avoid the usage of sensitive issues such
as religious, ethnical and political issues, especially when it comes to choosing suitable
literature. Thus, this is when teachers must use ‘culturally responsive instructions’ which,
according to Gay (2000) of which is then cited by Briggs (2014),they are the processes which
involves the usage of cultural knowledge, prior experiences and styles of performance in order
to make learning more appropriate and effective.

Even though touching sensitive issues in class is not considered as advisable, but it also has
its own benefits. The second interviewee also mentioned about this, of which she pointed out
that it is also beneficial in teaching the students to “..understand, accept, adapt and being kind
to each other.” Among of the ways that a teacher can make use of this in a very good context
is by getting to know your students by making them to produce mini autobiographies which
then can be used as a platform for the teachers to have appropriate assumptions towards the
mindworks and background of each student (Briggs,2014). Not only that, teachers can also
make use the method of working in groups in their lessons in order to increase interpersonal
relationships in the classroom. This is because group works sharpens their communicative
skills, assertive skills and conflict resolution skills (Success and Menu) thus enabling them to
indirectly nurture the sense of ‘tolerance’ and ‘acceptance’ and respect for others who are
different than the majority.

Conclusion:

As a conclusion, teaching in a multicultural classroom is not an easy task. It requires

persistence and wit in order to fully enhance the learning of each students with no one to be
left behind due to biasness and any other negative racist factor. The teachers must always
educate themselves regarding this factor, because with the current situation that our country
is in, we have to educate the younger generation regarding the acceptance and harmonization
between these differences in order to produce a country that is much more harmonious.
References:

Michelle H. (2017). Strategies for Teaching Culturally Diverse Students - TeacherVision.com.

Retrieved from https://www.teachervision.com/teaching-methods/resource/6039.html

Briggs, S. (2014). 30 Ways To Become a Culturally Sensitive Educator. InformED. Retrieved

from https://www.opencolleges.edu.au/informed/features/culturally-sensitive-educator/

Success, S. S., & Menu, M. (n.d.). Counseling Center Interpersonal Skills Self-Assessment.