This paper tries to answer the question of what is multicultural education on the basis of two theories (Nieto 2008; Bennett 2007). Only a multiculturally educated teacher with developed ...multicultural competence can create a multicultural learning environment. The idea of intercultural dialogue is also mentioned, as it has been used often in the European Union since 2008, & its deficit of theoretical concept. Adapted from the source document.
This article introduces the basis for developing multicultural education in United States of America and intercultural education in Europe. Living together in changing and diverse communities ...represents a big challenge. Teachers working in schools and students learning in heterogeneous classes can solve this challenge only with an adequate public support, where each individual can develop his/her intercultural competence. A common terminology should be explored together with currently developed concepts and the experience already gained from multicultural and intercultural education. Although professional discussions about multicultural and intercultural education, intercultural competence and interculturality as a teaching concept have also been developed in Slovenia, the gap between a declarative level for multiculturality and the actual (teaching) practices is still considerably wide. Adapted from the source document.
In order to achieve a successful integration of immigrant children, different forms of inclusion are necessary. In the school year 2008/09, Dragomirja Bencica Brkina primary school from Hrpelje ...became one of the eight schools in Slovenia that, besides teaching Slovene as a second/foreign language, introduced teaching of mother tongues and cultures of immigrant children in Slovenia, Macedonian and Albanian. There is a description of three beginnings of teaching mother tongues of immigrant children in Slovenia from the point of view of their teachers and their cooperation with the school. Adapted from the source document.
