1. Running head: MULTICULTURAL TEXTS & THE CLASSROOM 1
Multicultural Texts and the Classroom
Rachael Cullen
Bridgewater State University
Author Note
This paper was prepared for education purposes in Reading Literacies, READ 201, Dr.
Andrea Cayson.

2. MULTICUTURAL TEXT & THE CLASSROOM 2
Multicultural Text and the Classroom
Introduction
Multiculturalism
Multicultural literature in a classroom library is extremely important. In order to
understand why multicultural texts are important to have in a classroom, one must understand
what the term multiculturalism means. “The definition to multiculturalism is the co-existence of
diverse cultures, where culture includes racial, religious, or cultural groups and is manifested in a
customary behaviors, cultural assumptions and values, patterns of thinking and communicative
styles” (IFLA, 2013). Multiculturalism in the classroom is expanding, in which case, the material
in the classroom needs to be expanding as well. Multicultural education is education process that
all students, no matter of their race, gender, religion, cultural background, or spoken language
have the same education and to achieve the same academic levels as other students. Introducing
students and children to multicultural texts even in a less diverse and multicultural classroom is
just as beneficial to the children in the classroom.
How to Choose
The use of multicultural text in the classroom library will allow children to be open with
the world. Multicultural books show children people and places that are new to them, which can
also allow for the children to compare and contrast the similarities and differences between their
own background and the background of those in the book.
Classroom Library

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When picking out texts for you classroom library, as a teacher you should be looking for
texts that are multicultural, with a variety of different content. These texts you want to reflect the
diversity inside and outside of your classroom. Teachers should want their classroom to have a
book in the classroom library that each child can relate to, but not only relate to but to learn
about other children and their cultures as well. If a teacher has a student with a handicap, such as
one that restricts that student to a wheel chair, the teacher should have a book in the classroom
library of a child in a wheelchair. This way that child has a book to relate to, and the other
children in the classroom can read this book to learn about what their classmate goes through as
a child who is handicapped. Teachers should also be picking out books for the classroom that
show different family styles, races, genders, religions and social status. Children should be
exposed to books that show them a variety of lifestyles around the world. The characters in the
story would be best perceived if they are well-developed characters who face challenges,
overcome problems and make for great role models for the children (RIF, 2014). Teachers
should be looking for books that illustrate the culture accurately and realistically, and to steer
clear of those text that are stereotypical.
The Importance
As the classrooms become more multicultural within the children in the class, the books
should reflect that. “Multicultural literature helps children identify with their own culture,
exposes children to other cultures, and opens the dialogue on issues regarding diversity”
(Heightening Awareness, 2004). Children need to feel supported when it comes to their personal
culture, and be able to relate to the text. When two assistant professors from North Carolina got
together to perform a study on multicultural literature in a classroom, one student stated that he

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had never recalled reading much literature in which was geared to African American’s, and as a
white child he had never really thought about it because he could already relate to the text he was
reading (Heightening Awareness, 2004). Children want to relate to the characters in the books
they are reading. Yes a child can relate to a book that is about a child of a different race than
them, but they can relate better to the child in that book if they are the same race and going
through the same experiences as a child of the same race is going through. The more personal the
text is to them, the stronger the connection between the reader and the character in the book.
Teachers want their children in their classroom to be engaged and interested in the material that
they are reading in class, to do this children need to be able to relate and see themselves in the
literature that the class is reading. One student who reflected on the classroom literature when
she was in school said that it was not the lack of books on different races in the classroom that
made her unrelated to the text, but the fact that she was disabled and there was a lack of books
with characters that were in wheelchairs (Heightening Awareness, 2004). Teachers must be
mindful of all the different realities for each child while picking out text for the classroom
library.
Educate Yourself
Today, many children are an English language learner, which means that they are taking
on English as a second language on top of the language of their culture. In 2009, there was
eleven thousand two hundred twenty seven children who speak another language at home with
only a little over six thousand of the children being able to speak English, ‘very well’ (US
Census Bureau, Edu). Teacher’s need to be educated on the children in their classroom, if a
teacher is unaware of the background traditions and lifestyle of a student, that teacher should
take the time to do some research on the child’s lifestyle as well as, if possible, reach out to the

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children’s family and ask them personally on what types of traditions the family does in order to
bond with the child. Once someone becomes a teacher, they are committed to not only education
but the education of the students, committing to helping achieve goals, but also caring about their
well-being and happiness inside and outside of the classroom (Teach). By investing in the
children and creating a solid relationship and foundation with them and understanding their
background, as a teacher it allows the children to be able to approach their teacher better and not
afraid of the teacher not being able to understand the child’s feelings. When a teacher is
connecting with their students on a more personal level, such as understanding the child’s
culture, religion, economic status, and so on, the child is more likely to establish trust with the
teacher which becomes essential to the learning that takes place inside the classroom for the
child.
Diversity & Holiday’s
Having children bring in favorite book of their own that casts their favorite family
tradition or holiday can be a good way to have the children not only learn about the other
children in their class but also for children to be proud of who they are and take on a leadership
role in the class for a day. Holiday traditions are a great opportunity for the class to learn about
the traditions of their other classmates. The teacher can pull some books from the library or the
local bookstore on the holiday and traditions that the student celebrates, as well as if the student
has some books at home on their holidays and traditions, for the child to bring those texts in as
well for the class. By doing this, the children who are learning about their classmate can get a
new perspective of their classmate and respect all cultures and diversity. Teachers who are not
familiar with the traditions and the holidays that the child celebrates with, should check with the
parents of the child to make sure that the texts that they are pulling for the classroom for the

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students to learn from are in fact correct and not based off of stereotyping. “Children are
encouraged to share feelings and information about the holidays they celebrate. This will help
them make the distinction between learning about another person’s holiday rituals and
celebrating one’s own holidays” (PBS, 1999). Encouraging children to talk about their traditions
and the holidays that they celebrate, while providing the classroom with books on the tradition or
holiday being celebrated, children will see that everyone’s holidays and traditions are important
whether they celebrate themselves or not. The classroom curriculum for that child’s celebrations
should be demonstrated with respect and accurately, “activities demonstrate the fact that not
everyone in the same ethnic group celebrate these holidays the same, and that families may want
to provide examples on their own families unique traditions” (PBS, 1999). No child should ever
feel as though their traditions and celebrations do not matter, nor should they ever feel ashamed
of their traditions and celebrations. Having books in the classroom library for the children to
refer to about their classmate, as well as the child to refer to about their own special traditions
and celebrations will produce a welcoming and comforting environment for those of cultural
backgrounds.
NAEYC
The National Association of the Education for Young Children (NAEYC) has many
resources for teachers on their website (naeyc.org) for teaching a multicultural and anti-bias
classroom from books to articles. NAEYC recommends that early childhood environments are to
be welcoming, in respects to the different cultures of the children in the classroom. According to
the article Where we Stand: on Responding to Linguistic and Cultural Diversity, linking school,
home and the community are important to children and that their values and norms are honored
in the classroom (NAEYC, 2009). As a teacher it is important to support and preserve the child’s

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first language when they are an English language learner, this can be hard when the teacher does
not have the understanding for that child’s first language. As a teacher you want to model the
English language but you want to help them in the sense of the child’s best learning capability.
When a teacher does not understand the patterns of interaction and communication of a child
who is considered to be culturally diverse, the child may be perceived as needing to be ‘fixed’ in
order to make the child more mainstream in their communications like their peers (NAEYC,
beyond the journal, 2005). In which case, is why teachers need to take the time one on one with
the children and their families to understand the methods of communication in their culture, and
lifestyles, whether it be because of a language barrier, lifestyle or a disability.
Conclusion
Multicultural literacy pieces in the classroom library are important for children
development. The children need to be able to relate to characters in books to be able to fully
relate but also comprehend the story. As the diversity in the United States continues, the
diversity in the classroom books should be as well. Each child in the classroom should have at
least one book in the classroom library that they are able to relate to. It can be hard to do, since
there are budgets in place in school classrooms and it is not always easy to get books for free.
Teachers need to remember that by having multicultural texts in the classroom for the children,
you are not only giving that child something to relate to but for the other children in the
classroom to learn about other cultures, religions, social status, and traditions. Each child in the
classroom should know that their unique cultural is valued inside and outside of the classroom.

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References
Reading is Fundamental (n.d.) Multicultural literacy. Retrieved from
http://www.rif.org/us/literacy-resources/multicultural.htm
United States Census Bureau. (2009). Table 236: The children who speak a language other than
English at home by region: 2009. Retrieved from
http://www.census.gov/compendia/statab/2012/tables/12s0237.pdf
The Internet Public Library (n.d.). Multicultural literature for children. Retrieved from
http://www.ipl.org/div/pf/entry/48493
PBS. (1999). Celebrating Holidays in Early Childhood Programs. Retrieved from
http://www.pbs.org/kcts/preciouschildren/diversity/read_celebrating.html
NAEYC. (2005). Reflections from Teachers of Culturally Diverse Children: Beyond the Journal.
Retrieved from https://www.naeyc.org/files/yc/file/200511/ColomboBTJ1105.pdf
NAEYC. (2009). Where we stand. Retrieved from
https://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
Teach. (n.d.). Teachers care. Retrieved from http://teach.com/what/teachers-care