Journal for Multicultural Education最新文献

{"title":"Persistent environmental lead exposures disrupting black children’s neurodevelopment and quality of life trajectories: an under-recognized ACE in the hole","authors":"Lorenz S. Neuwirth, Jordan Bell","doi":"10.1108/jme-11-2022-0160","DOIUrl":"https://doi.org/10.1108/jme-11-2022-0160","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Lead is a well-established environmental contaminant that over the last 50 years has become recognized as a neurotoxin with its greatest concern for the developing child (i.e. both in-utero and postnatally). What is problematic is that children exposed to lead often come from lower socioeconomic status (SES), are largely Black communities and are further at increased risk for developing adverse childhood experiences (ACEs). The literature on ACEs had focused much on trauma, single parenting, child abuse, lack of finances and stress, etc., but has not considered the intersectionality of these ACEs as risk factors within environmental neurotoxic exposures such as lead poisoning. This is important as most low SES communities are Black. In particular, within the New York City Housing Authority (NYCHA), Black families have been neglected of proper lead-abatement to their apartments for nearly 70 years.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This is a viewpoint/perspective paper that examines the lived experiences of Black folxs in NYCHA through a Black critical theory (BlackCrit) and antiblackness framework pertaining to ACEs, and lead poisoning within the NYCHA system of New York City. This perspective paper draws upon the last three years of news reports, five decades of publicly available data sets from NYCHA and the comptroller to raise an awareness of how Black children are treated by NYCHA generation after generation which can be argued as a mass atrocity against NYCHA residents. Furthermore, the systematic and institutionalized racism and environmental injustices by NYCHA and the state can also be considered as a crime against humanity. As such, BlackCrit could help to position awareness, advocacy and knowledge about Black folxs residing in NYCHA to achieve fair, safe and affordable public housing to experience Black joy across future generations.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Thus, rather than civic and state government response efforts focusing their full attention and resources to serving and supporting individuals affected by ACEs they should equally consider the environments in which Black people live and also allocate funds proportionally to address these areas often overlooked. Moreover, proportions of these funds should be redirected especially to lead-abatement and removal of known sources of lead exposures, evaluation of suspected sources of lead exposures (i.e. drinking water, baby food and formula, children’s juice and cereal products, superfund and other waste sites, electronic recycling plants, etc.) and accompanied by all affected children undergoing full and comprehensive neuropsychological testing and follow up studies paid for by the state. The goal should have two fundamental objectives: (1) accepting accountability for failing to address these preventable neuropsychological issues directly affecting Black children generation after generation and (2) offeri","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"301 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140602258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multiculturalism in the curriculum: a comparative analysis of the Finnish, Irish and Hungarian national core curricula","authors":"Nikoletta Maria Gulya, Anikó Fehérvári","doi":"10.1108/jme-10-2023-0113","DOIUrl":"https://doi.org/10.1108/jme-10-2023-0113","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>One key aspect of European curriculum reforms is to empower students with the skills needed to engage actively in the pluralistic and multicultural global society of the 21st century. This study aims to examine the extent of multicultural education within the national core curricula of three European countries: Hungary, Finland and Ireland, focusing on its role in fostering social acceptance through education.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A qualitative research applying discourse analysis was conducted to identify key multiculturalism concepts within the curricula. The analysis concentrated on understanding how multiculturalism is portrayed through various perspectives, emphasizing situational meanings and frameworks. Furthermore, a comparative analysis of the findings was carried out.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The research found that all three curricula contain the concept of multicultural education, although the extent of emphasis varies. The Hungarian National Core Curriculum (NCC) primarily emphasizes national values and sporadically addresses multicultural issues, often from a local perspective. In contrast, the Irish NCC is tolerance-oriented, stressing not only the understanding of different cultures but also the importance of accepting them. The Finnish NCC reflects a global perspective and emphasizes respect for different cultures and minority groups, with a pluralistic approach.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study enhances our understanding of the discourse of multiculturalism within the curricula of three European countries, emphasizing both their similarities and differences. Additionally, it underscores the crucial role that curricula can play in effectively implementing multicultural education.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"24 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140582968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A doctorate doesn’t make you a “Doc”: the educational and sociocultural embodiment of culturally relevant pedagogies","authors":"Marcus Wayne Johnson, Anthony Johnson, Langston Clark, Jonathan E. Howe, Traveon Jefferson, Dionte McClendon, Brandon Crooms, Daniel J. Thomas","doi":"10.1108/jme-10-2023-0115","DOIUrl":"https://doi.org/10.1108/jme-10-2023-0115","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to stimulate scholarly attention and practical application pertaining to individuals recognized as “Docs.” Through conducting a comprehensive analysis and acquiring a profound understanding of its many connotations, the objective is to shift attitudes and approaches concerning those who are seen to possess knowledge and value within society.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>For this study, culturally relevant pedagogies were used as theoretical frameworks in addition to Sankofa and concept explication being used as methodologies.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The authors identified three themes: (1) honorary cultural practice-community nomination of “professahs” and “docs,” (2) (Black) robinhoods – cultural signifiers of distinction and relatability and (3) docs as catalysts – elevating community via consciousness, trust and mentorship as significant understandings of this distinction.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study emphasizes the importance of “Docs” in both academic and social contexts. The role of “Docs” serves to alleviate potential conflicts of being a Black intellectual. This study further reveals the ways in which Docs align with, promote or possibly undermine established frameworks of thought. Finally, this study provides institutions with opportunities to consider strategies for the utilization, recognition and integration of individuals who are frequently overlooked or undervalued.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"291 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140583553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From virtual reality to cultural reality: integration of virtual reality into teaching culture in foreign language education","authors":"Dara Tafazoli","doi":"10.1108/jme-12-2023-0135","DOIUrl":"https://doi.org/10.1108/jme-12-2023-0135","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other languages (TPSOL) in Iran.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This qualitative case study, conducted at two Iranian universities, used purposeful sampling to select 34 eligible in-service Persian teachers from a pool of 73. Data collection used an open-ended questionnaire and interviews.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Before the TPSOL in-service training workshop, teachers expressed their reservations regarding the use of VR to teach culture in TPSOL courses. The emerged themes were “skepticism toward effectiveness,” “practicality concerns,” “limited awareness of VR applications,” “technological apprehension” and “prevalence of traditional teaching paradigms.” During the post-workshop interview, it was discovered that the teachers’ perceptions of VR in teaching culture had undergone a positive shift. The workshop generated emergent themes that reflected positive perceptions and affordances for using VR to teach culture in TPSOL, including “enhanced cultural immersion,” “increased student engagement,” “simulation of authentic cultural experiences,” and “facilitation of interactive learning environments.”</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>One primary limitation is the lack of prior experience with VR for teaching practices in real-world classrooms among the participants. While the study aimed to explore the potential of VR in enhancing pedagogical approaches, the absence of participants with prior exposure to VR in educational contexts may impact the generalizability of the findings to a broader population. Additionally, the study faced practical constraints, such as the unavailability of sufficient facilities in the workshop. As a result, the instructor had to project the VR cont7ent on a monitor, potentially diverging from the immersive nature of true VR experiences. These limitations offer opportunities for future research to refine methodologies and gain a more comprehensive understanding of the implications of integrating VR into teaching practices.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Extensive research has been conducted on the effectiveness of VR in language education. However, there is a significant gap in research on TPSOL, which is considered a less commonly taught language. This study aims to address this gap by exploring the use of VR in the TPSOL through the lenses of in-service teachers. As part of a larger investigation, this qualitative inquiry focuses on the perceptions of in-service teachers about VR, with a particular emphasis on the cultural understanding of the Persian language.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"16 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140323814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The educator’s role in democratic and multicultural societies: student perceptions at a teacher training college in Israel","authors":"Michal Hisherik, Ilana Paul-Binyamin","doi":"10.1108/jme-08-2023-0077","DOIUrl":"https://doi.org/10.1108/jme-08-2023-0077","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Educators are recognized as key agents of social change, responsible for shaping future citizens. Beyond imparting knowledge, teachers are crucial in addressing societal challenges such as sustainability, democracy and social equality. This study aims to investigate the attitudes of Jewish and Arab students toward democratic values and how they perceive their role as educators in a multicultural society.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study explores the attitudes of majority and minority group students in an Israeli teacher training college towards realizing democratic values and promoting shared citizenship. The sample included 382 Jewish and Arab students, who answered a questionnaire about attitudes regarding education for democracy and shared society, and their perception of their role in promoting this education.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The investigation delves into students’ civic perceptions, shedding light on the moderate and pluralistic stances held by both Jewish and Arab students. They advocate for cross-cultural exposure and interaction, with Jewish students demonstrating slightly more moderate views than the prevailing norms in Israeli society. Interestingly, Jewish students exhibited a willingness to engage in discussions on conflictual topics, whereas Arab students tended to avoid them.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>This study underscores the potential of teacher training colleges in shaping the upcoming generation of educators as advocates of tolerance, and democracy, and promoters of a shared society.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research gains heightened relevance in a contemporary landscape where numerous nations, especially those comprising diverse cultures, grapple with surges of nationalism that threaten democratic values. Teacher training colleges hold the key to forging a more harmonious future by becoming beacons of transformative pedagogy. These institutions can shape a new generation of educators who are poised to catalyze authentic social change.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"145 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140167762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Reimagining education for our dreamchasers”: creating a humanizing education space through culturally relevant teaching for Latin(x) and black elementary students","authors":"Theresa Ann McGinnis, Eustace Thompson, Sheilah Jefferson-Issac","doi":"10.1108/jme-07-2023-0056","DOIUrl":"https://doi.org/10.1108/jme-07-2023-0056","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to explore how one elementary school administrative team responded to their changing student populations to include Latin(x) within their black community. The responses included looping practices, relationship building with families and culturally relevant pedagogies. In particular, this paper considers how the three aspects of the change worked together toward the goal of providing its students with quality educational opportunities and enhancements.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The research presented here is part of a longitudinal (four-year) qualitative study where ethnographic approaches to data collection were adopted.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The four-year immersion in the values of culturally relevant pedagogy created a reciprocal growth in understanding among the teachers and the students of the black and Latin(x) populations, sustained the overarching ideas of deep family connections and contributed to asset-driven curriculum.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>A national trend shows rapid changing demographics where Latin(x) families are moving into black neighborhoods and schools. This change in schools’ student populations finds educators facing new challenges in addressing the educational and cultural needs of two minoritized populations. This research adds to the existing scholarship by documenting how one school shifts their learning atmosphere to deeply engage students in culturally relevant pedagogies.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"32 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140147467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multilingual teaching and digital tools: the intersections of new media literacies and language learning","authors":"Victoria Pennington, Emily Howell, Rebecca Kaminski, Nicole Ferguson-Sams, Mihaela Gazioglu, Kavita Mittapalli, Amlan Banerjee, Mikel Cole","doi":"10.1108/jme-09-2023-0092","DOIUrl":"https://doi.org/10.1108/jme-09-2023-0092","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Computer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL and its implementation to develop such skills. The purpose of this study is to describe teachers use of digital tools for multilingual learners through a relevant theoretical perspective.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This design-based research study examines 30 in-service teachers in South Carolina, a destination state for Latinx immigrants, focusing data over three semesters of PD: interviews and instructional logs. The researchers address the question: How are teachers using digital tools to advance NML for multilingual learners (MLs)?</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The authors analyzed current elementary teachers’ use of digital tools for language learning and NML purposes. Three themes are discussed: NMLs and digital literacy boundaries, digital tools for MLs and literacy teaching for MLs and NML skills.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Teacher PD often needs more specificity regarding the intersection of MLs and digital literacy. The authors contribute to the literature on needed elementary teaching practices for MLs, the integration of NML and how these practices may be addressed through PD.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"22 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140006356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can didactic audiovisual translation enhance intercultural learning through CALL? Validity and reliability of a students’ questionnaire","authors":"Pilar Rodríguez-Arancón, María Bobadilla-Pérez, Alberto Fernández-Costales","doi":"10.1108/jme-07-2023-0066","DOIUrl":"https://doi.org/10.1108/jme-07-2023-0066","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to delve into the interplay between didactic audiovisual translation (DAT) and computer-assisted language learning (CALL), exploring their combined impact on the development of intercultural competence (IC) among learners of English as a foreign language (EFL).</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Using a quasi-experimental approach with a quantitative research design, the study analyses the outcomes of a questionnaire answered by 147 students across 15 language centres in Spanish Universities. These participants actively engaged in completing the lesson plans of the Traducción audiovisual como recurso didáctico en el aprendizaje de lenguas extranjeras project, a Spanish-Government funded research initiative aimed at assessing the effects of DAT on language learning.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The current study confirms the reliability of the instrument developed to measure students’ perceived improvement. Beyond validating the research tool, the findings of the current study confirm the significant improvement in intercultural learning achieved through DAT, effectively enhancing students’ motivation to engage in language learning.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The current research solely examines students enrolled in higher education language centres. This paper closes with a CALL for additional research, including participants from other educational stages, such as primary or secondary education. In the broader context of CALL research, this study serves as a valuable contribution by exploring the potential of DAT in fostering IC in EFL settings.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research confirms the potential of DAT and CALL to promote students’ learning process, as the combination of these approaches not only yields linguistic benefits but also intercultural learning.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"39 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139772011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital echoes of heritage: toward a culturally balanced pedagogy in technology-enhanced bilingual education","authors":"Amin Davoodi","doi":"10.1108/jme-10-2023-0107","DOIUrl":"https://doi.org/10.1108/jme-10-2023-0107","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to investigate the integration of heritage language and culture in technology-enhanced bilingual education and examine the dominance of the English language and culture in computer-assisted language learning settings.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This research used a narrative inquiry methodology. The data came from semi-structured interviews with 25 bilingual teachers in the Kurdistan region of Iraq and Texas.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The study found a significant bias in the use of technology toward the target language, often at the expense of heritage language and culture. The curricula analyzed were predominantly focused on superficial cultural elements of the target language, leading to a neglect of deeper cultural engagement.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research highlights the phenomenon of cultural cringe within bilingual education and the skewed use of technology toward the target language.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"222 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139680108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From screen to society: second language learners’ cultural adaptation and identity reconstruction in virtual knowledge communities","authors":"Shakiba Razmeh","doi":"10.1108/jme-10-2023-0106","DOIUrl":"https://doi.org/10.1108/jme-10-2023-0106","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this study is to examine the impact of computer-assisted language learning on cultural adaptation and language learning in non-traditional classroom settings.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The data of this study came from extended periods of observation, multiple rounds of semi-structured interviews and home visits. Using narrative inquiry, it analyzes an immigrant's journey of language learning and cultural adaptation within a virtual knowledge community.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings of this study reveal the profound impact of virtual knowledge communities on enhancing second language learning and facilitating cultural adaptation.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study offers original insights by demonstrating the transformative power of virtual knowledge communities for the purpose of second language acquisition and cultural adaptation.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"35 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139582075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}