INTEGRATING ENGLISH AND THE ARTS IN MULTICULTURAL EDUCATION: STRATEGIES FOR INCLUSIVE LEARNING
Keywords:
Multicultural Education, Arts, English
Abstract
This article explores the use of English and the arts in the context of multicultural education as a strategy for achieving inclusive learning. The main focus is articulated on the importance of multicultural values in education, as well as the integration of an interdisciplinary approach between language and the arts as a tool for developing students' social and cultural skills. Through literature analysis, surveys, and empirical studies, this article concludes that the integration of multicultural education, the arts, and English not only improves students' academic skills but also fosters tolerance, respect for differences, and the ability to work in diverse environments.
References
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Yumitro, G., & Abhiyoga, B. (2022). Multiculturalism Education as the Social Approach for Deradicalization Program in Indonesia. Technium Social Sciences Journal, 38, 27–35. https://doi.org/10.47577/tssj.v38i1.7763
Zhou, M., & Kim, S. S. (2006). Community Forces, Social Capital, and Educational Achievement: The Case of
Amarullah, A., Nurhalim, A., & Rakhmawati, L. (2024). Effective Multicultural Education Strategies to Enhance Tolerance in Indonesian Schools. Atthulab: Islamic Religion Teaching and Learning Journal, 9(1), 23–34. https://doi.org/10.15575/ath.v9i1.28123
Brouillette, L., Grove, D., & Hinga, B. (2014). Increasing Engagement and Oral Language Skills of ELLs Through the Arts in the Primary Grades. Journal for Learning Through the Arts, 10(1), 1–22. https://doi.org/10.21977/D910119300
Dewi, D. S., Surjono, H. D., & Lestari, R. (2023). Multicultural Values-Based English Teaching Materials in Higher Education. Journal for Lesson and Learning Studies, 6(3), 285–294. https://doi.org/10.23887/jlls.v6i3.69411
Firdaus, F., Salim, A., & Fahmi, A. (2020). Internalizing Multiculturalism Values Through Education: Anticipatory Strategies for Multicultural Problems and Intolerance in Indonesia. Jurnal Antropologi: Isu-Isu Sosial Budaya, 22(1), 131–141. https://doi.org/10.25077/jantro.v22.n1.p131-141.2020
Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice (3rd ed.). Teachers College Press.
Jayadi, I., Ramdhani, N., & Marlina, L. (2022). A Meta-Analysis of Multicultural Education Paradigm in Indonesia. Heliyon, 8(12), e08828. https://doi.org/10.1016/j.heliyon.2022.e08828
Mahmud, M. (2023). The Strategy of School Principal to Promote Multicultural Education in Islamic High Schools in Samarinda. Dinamika Ilmu, 23(1), 99–114. https://doi.org/10.21093/di.v23i1.6329
Nieto, S. (2010). The Light in Their Eyes: Creating Multicultural Learning Communities. Teachers College Press.
Nurgiansah, F. A., Harjanto, I., & Widiastuti, D. (2022). Resolution of Social Conflicts Through Multicultural Education. Jurnal Etika Demokrasi, 7(3), 555–563. https://doi.org/10.26618/jed.v7i3.7577
Nur Sadriana Syahrir, Syamsu T, Nurul Faradillah, & Sam Hermansyah. (2025). Exploring the Effectiveness of Personal Vocabulary Note in Enhancing English Vocabulary Mastery at SMPN 1 Baranti. INTERACTION: Jurnal Pendidikan Bahasa, 12(1), 1126–1134. https://doi.org/10.36232/interactionjournal.v12i1.3846
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press.
Sherlan Argeta, Sam Hermansyah, Nur Hikmah, & Isumarni. (2025). Strategies for One-On-One Interaction to Enhance English Speaking Skills among EFL Students at MTS YMPI Rappang. INTERACTION: Jurnal Pendidikan Bahasa, 12(1), 1201–1211. https://doi.org/10.36232/interactionjournal.v12i1.3833
Smith, R. M. (2021). Teaching English through the Arts: A Multimodal Approach to Literacy. English Journal, 110(3), 45–51.
UNESCO. (2009). Investing in Cultural Diversity and Intercultural Dialogue. UNESCO Publishing.
Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and Managing a Differentiated Classroom. ASCD.
Umar, A., & Suharyati, E. (2021). Penguatan Pendidikan Multikultural dalam Kurikulum Merdeka Belajar. Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan, 6(2), 112–120.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wan, C. H., & Ai, L. Y. (2023). Early Second Language Learning and Arts Integration in Malaysian Multicultural Context: A Sociocultural Perspective. Malaysian Journal of Social Sciences and Humanities, 8(5), 1–9. https://doi.org/10.47405/mjssh.v8i5.2297
Wasino, W., Susanto, H., & Sudrajat, A. (2019). Religious Radicalism Prevention Model Through Multicultural Dialogue in Pancasila and Civic Education Lectures. In Proceedings of the 1st International Conference on Social Sciences and Interdisciplinary Studies. https://doi.org/10.4108/eai.24-10-2019.2290571
Yumitro, G., & Abhiyoga, B. (2022). Multiculturalism Education as the Social Approach for Deradicalization Program in Indonesia. Technium Social Sciences Journal, 38, 27–35. https://doi.org/10.47577/tssj.v38i1.7763
Zhou, M., & Kim, S. S. (2006). Community Forces, Social Capital, and Educational Achievement: The Case of
Published
2025-07-26
How to Cite
Resqi Pramana, A. (2025). INTEGRATING ENGLISH AND THE ARTS IN MULTICULTURAL EDUCATION: STRATEGIES FOR INCLUSIVE LEARNING. La Ogi : English Language Journal, 11(2), 102-112. https://doi.org/10.55678/loj.v11i2.2212
Section
Articles
