It refers to teachers’ recognition of teaching in linguistically and culturally diverse environments, and teaching approaches in regards to diverse groups (Spanierman, Oh, Heppner, Neville, Mobley, Wright, Dillon, & Navarro, 2011).
Published in Chapter:
Tackling the Challenges Posed by Linguistic and Cultural Diversity in EFL Classrooms
Akin Gurbuz (Mugla Sitki Kocman University, Turkey) and Rana Yildirim (Çukurova University, Turkey)
Copyright: © 2023
|Pages: 21
DOI: 10.4018/978-1-6684-6172-3.ch011
Abstract
One of the main purposes of multicultural education is to approach all individuals at an equal distance in educational environments, provide a sense of belonging by ensuring unity and integrity, and eliminate the gap in academic achievement among diverse groups by ensuring equal opportunities for all. In this regard, the present study intends to contribute to the existing research by providing a rich amount of evidence as to the challenges posed by linguistic and cultural diversity, and the strategies employed by the instructors to effectively overcome those challenges. The data of the study were collected through video-stimulated interviews with four instructors and semi-structured interviews with 20 lecturers. The study revealed that the EFL instructors most frequently experienced challenges in regards to language and communication, and they developed numerous strategies to overcome these challenges. Considering the research process and its results, the current research study provided various pedagogical implications and suggestions for the main stakeholders of education.