The experience of multicultural classrooms in a Maltese secondary state school

Abstract

As Maltese classrooms make the shift from a relatively homogenous classroom to a more heterogeneous class, this study explores the contributions that migrant students make in the classroom, in an attempt to focus on the benefits of having these students in the class. I have conducted interviews in a Maltese secondary state school with the Head of School, two teachers, four Maltese students and four migrant students. The study analyses the different factors that influence the experience of a multicultural classroom such as language, segregation, learning from different experiences, discrimination, and teacher training. The findings reflect evidence that multiculturalism is not perceived in a positive light in the school as such issues as racism, stereotyping and segregation are still existent. However, the study also shows a set of benefits of multiculturalism such as strengths on language, learning from each other’s experiences, and regarding the student’s future employability. It was also found that the positive influences that arise from a multicultural classroom are beneficial to Maltese students and migrant students alike.