The purpose of this study was to design and implement an instructional design
project,to improve the students’ multicultural literacy and to promote the teacher’s professional growth through action research. Observations were done at a school where the researcher worked in the mountains.The subjects of this research were sixteen children in the third and fourth grade.The process consisted of a 12 classes during a 12-week period where the researcher implemented a multicultural teaching program.The multicultural instructional design project was divided into three units.
During this process, it collected data through observation, interviews and documents gathering, etc. Then, it sorted, analyzed and summarized the collected data. This research aimed at designing teaching activities and discussed the teaching process, analyzed the implementation techniques and learned about the students’ learning performance of multi-cultural literacy. At last, it detected the teachers’ transformation in their professions. Based on literature review, research, analysis and discussion, it arrived at the following conclusions:
1.For the third and fourth grade students, the implementation process of multi-cultural courses had given students a good opportunity to experience multi-culture and led teachers and students to an even deeper appreciation of the importance of multi-cultural literacy. The teaching strategies included cross-cultural understanding and communication strategy and culturally responsive teaching ,and the students would practice the spirit of multiculturalism and develop the abilities of social action from experiencing the activities
2.The multicultural teaching program enhanced the students’understanding of their own culture and other cultures about“Awareness with multiple perspevtives,” “Ethnic relationship”, “Cultural exploration”, “Social justice”. It also enhanced the students’ interests to learn multicultural awareness as a result of learning about other culture it provided them with a greater understanding of their own cultures. The students showed the willingness to help the minority group, but they still needed to enable themselves to be critical thinkers.
3.After the instructional design project teaching, suggestions were made.
Finally, suggestions were made based on the research results to be served as a reference for elementary school teachers interested in multi-cultural teaching and future researches.