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Drawing on secondary English teachers’ exploration and reflection, the article argues that educators must deepen cultural knowledge, sharpen sensitivity, and develop teaching skills to support cross-cultural understanding. Multicultural texts are positioned as tools to validate cultural expressions, perspectives, and differences, highlighted through high school student reflections and concerns about stereotypes and inclusion.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/bridging-the-cultural-gap-by-teaching-multicultural-literature-abstract-and-student-reflections/603261/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/bridging-the-cultural-gap-by-teaching-multicultural-literature-abstract-and-student-reflections/603261.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central educational goal of integrating multicultural literature into English classes?","Question",{"text":112,"@type":113},"To promote cross-cultural understanding by using multicultural texts to validate cultural expressions, perspectives, and differences, supported by a cultural-response approach to instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the article say teachers need to expand their repertoire for teaching multicultural literature?",{"text":117,"@type":113},"Because educators may feel unprepared when trained within Eurocentric traditions, and they must develop cultural knowledge and sensitivity to avoid reinforcing stereotypes and to engage diverse cultural and racial issues respectfully.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the research reports indicate about traditional versus alternative approaches?",{"text":121,"@type":113},"Traditional methods do not work effectively for multicultural literature; new criticism can silence dialogue, while reader-response may not sufficiently challenge readers’ worldviews, identities, and thinking systems.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603261,1792120383,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Bridging the Cultural Gap by Teaching Multicultural Literature  \nby Yu Ren Dong  \nAbstract  \nAs multicultural literature has made its way into the English curriculum, it has challenged teachers’ thinking about curriculum and instruction and urged them to expand their teaching repertoire to include a cultural-response approach to literature instruction. This article reports on a group of secondary English teachers’ exploration and reflection on their learning and teaching of multicultural literature. The author argues that teachers must increase their own cultural knowledge and develop their sensitivity and teaching skills to promote cross-cultural understanding and use multicultural literature to validate expressions of cultural knowledge, perspectives, and differences.  \nI liked Down These Mean Streets (Thomas 1997) . I haven’t read a book atthe high school that I truly relate to. Shakespeare’s plays, classic novels, and bestselling books haven’t hit my heart like this book did. Piri’s family struggles are similar to my family struggles. It took me back to the time when four of us had to live in a tiny room in the basement of a roach-infested apartment. It makes me remember getting robbed and finally moving out because Corona was too rough.(Maria, a 12th grader)  \nI think it is important to learn about multicultural stories or poems because most stories that teachers make us read are by white people (no offense) . I think we should read more stories of the famous black people because all you ever hear about is white famous people. I think we should learn about blacks all year long, not just one month.(Sean, a 10th grader)  \nThe Educational Forum • Volume 69 • Summer 2005 • 367  \nDong  \nI think that the story by Jamaica Kincaid (1997) was very interesting to read. It helped me understand the culture and lifestyle of most people of the Caribbean. My mother used to do many of the things that Jamaica wrote about. She read the story and thought it was very interesting because it related to her life. It isn’t that related to my life because I don’t have as many duties as described in the story. But it helped me learn more about my West Indian culture. I would love to read more books by Jamaica Kincaid. (Grisel, a ninth grader)  \nThe students quoted are high school students in a New York City public school, boys and girls, 14–16 years of age, whose parents or grandparents came from countries around the world. Many speak English as a second language, and some were born outside the United States. The students’ enthusiasm for and connection to multicultural literature—literature written about or by ethnic minorities (Cai 1998)—as well as their critical voice of sporadic and isolated inclusion of multicultural literature point to the need for a new look at English literature curriculum and instruction . Though multicultural literature has made its way into the English curriculum, thereis still a need to challenge thinking about the curriculum, and English teachers should be encouraged to expand their teaching repertoire  \nto “create opportunities for shared  \nThe inclusion of multicultural  \nliterature in the English classroom is more than just an expansion of the reading list.  \nunderstandings and greater inclusion of literature written by underrepresented groups”(Willis 1998, x) .  \nThe inclusion of multicultural literature in the English classroom is more than just an expansion of the reading list. It involves teachers transforming their attitudes and orientations, as well as their methods of exploring the issues of culture, race, and diverse voices in multicultural literature, and moving these issues and voices to the center of discussions and reflections (Banks 1993; Spears-Bunton 1998). Many English teachers, who come from middle-class European backgrounds and were trained in the white, male, and Eurocentric canon or “deadly traditions”(Applebee 1996, 28), often feel unprepared to teach multicultural literature (Fisher 2001) . The","cbCainJj1sAdDjyo","https://ap.wps.com/l/cbCainJj1sAdDjyo","pdf",380312,16,"English","# Abstract\n## Teachers’ cultural-response approach\n## Student reflections on multicultural texts\n## Need for curriculum and instructional change\n## Teachers’ concerns and teacher education\n## Research reports on instructional methods","[{\"question\":\"What is the central educational goal of integrating multicultural literature into English classes?\",\"answer\":\"To promote cross-cultural understanding by using multicultural texts to validate cultural expressions, perspectives, and differences, supported by a cultural-response approach to instruction.\"},{\"question\":\"Why does the article say teachers need to expand their repertoire for teaching multicultural literature?\",\"answer\":\"Because educators may feel unprepared when trained within Eurocentric traditions, and they must develop cultural knowledge and sensitivity to avoid reinforcing stereotypes and to engage diverse cultural and racial issues respectfully.\"},{\"question\":\"What do the research reports indicate about traditional versus alternative approaches?\",\"answer\":\"Traditional methods do not work effectively for multicultural literature; new criticism can silence dialogue, while reader-response may not sufficiently challenge readers’ worldviews, identities, and thinking systems.\"}]","Bridging the Cultural Gap by Teaching Multicultural Literature - Abstract and Student Reflections | PDF",1792095989,25]