Navigating cultural attitudes: An exploratory case study of the effects of multi-cultural identity on classroom management

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review


This chapter examines the experiences of a multicultural speaker (Beth) working in a U.K co-educational primary school. Originally from South Africa, Beth has worked in the U.K as a primary teacher for over 13 years. She is fully embedded into the U.K culture and considers herself to have both South African and British identity. The chapter delves into the challenges she faces in navigating cultural differences and explores the impact of multiculturalism on her professional interactions. Additionally, it discusses the influence of culture on teaching identity and argues for the recognition by organizations that intercultural divides may not always manifest in linguistic behaviour but can be observed in attitudes and beliefs about workplace performance. Data includes two full days of classroom teaching as well as a semi-structured interview. Classroom discourse data was transcribed and then analysed qualitatively using the theory of Interactional Sociolinguistics within a social constructionist framework to code the various strategies this teacher employed when performing classroom management. Interview data was analysed using thematic analysis. The results of Beth’s classroom discourse style and her interview data provided some valuable insights regarding the potential effects of cultural background on teaching styles.
Original languageEnglish
Title of host publicationMulticultural Communication Practices in Monolingual, Bilingual and Online Contexts: Theoretical and Pedagogical Implications
Number of pages15
Publication statusAccepted/In press - 20 Mar 2024


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