The Role of Multicultural Literature

In addition, Rosenblatt said that in addition to "observation, memory, and association", readers can not fully understand sentences (Rosenblatt, 1978). The meaning of the composition of the reader from the text is called poetry. This poem is important in terms of how readers' attitudes toward reading and writing develop and ultimately affect literacy and academic performance. Through the use of multicultural literature it makes it possible for readers to "acquire affirmation of themselves and culture through literature" (Bieger, 1995/1996), to use their background knowledge to link with text (Norton 1978).

This paper introduces a historical overview of research and reading programs and found that multicultural literature is a valuable learning tool and research on the lack of many years of multicultural literature in children's literature. Reasons for excluding cultural genuine readings within the norm are also discussed. Pioneer researcher Florez-Tighe (1983) was one of the first educators to advocate the use of multicultural literature in the school curriculum. Her research shows that culturally genuine children's literature can enhance the language development and thinking process of African-American children (Florez-Tighe, 1983). Florez-Tighe (1983) believes that teachers in the classroom use African-American folklore to show respect for African-American culture and to verify their self-worth (Florez- Tighe, 1983).

Multicultural teaching methods Most research literature and training is still based on traditional models designed and taught by European American experts and educators for European American audiences (Rodriguez & Roberts, 1999; Warren, 1999). In the literature, multicultural problems are less noticed (Warren, 1999; Roberts, 1996). In recent years, outdoor education has been working on multicultural issues, but few researchers and practitioners transcend basic understanding of culturally comprehensive needs. Permitting outdoor educators to rebuild the basic concepts, theories and practices of outdoor education with various cultural elements will result in deeper comprehensiveness (Ewert, 1996).

Who needs multicultural education? Some people think students do not need to have a multicultural curriculum in the classroom, others believe that multicultural education and literature broaden and increase our children's knowledge. The diversity of multicultural literature and the classroom environment has become a very important issue in recent years. This type of education can strengthen and educate children to become culturally diverse and diverse. Multicultural education is the process of applying cultural and historical perspectives to the classroom environment.