Teaching in culturally and linguistically diverse classrooms: Turkish EFL instructors’ experience

Year 2019, , 1155 - 1170, 01.10.2019

Rana Yıldırım

https://doi.org/10.17263/jlls.631557

Abstract

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Teaching in culturally and linguistically diverse classrooms: Turkish EFL instructors’ experience
This study investigates Turkish EFL instructors’ perceptions regarding their readiness for and potential challenges that they face in classrooms with students from diverse cultural and linguistic backgrounds. Using both quantitative and qualitative methods of inquiry, data were collected by utilizing the Multicultural Teaching Competency Scale (MTCS) (Spanierman, Oh, Heppner, Neville, Mobley, Wright, Dillon, & Navarro, 2011) and semi-structured interviews. The findings acquired from the scale revealed that the majority of the participating instructors perceived themselves as competent, yet further inquiry through the interviews indicated that they feel challenged while meeting the academic and linguistic needs of diverse group of students as they lack relevant formal training. The study calls for an urgent need to make provision for training programs designed to increase instructors’ awareness, knowledge and skills to work effectively in culturally and linguistically diverse education contexts.
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Author (Last name, First name)	Yıldırım, Rana
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Keywords

Multicultural education; teacher competency; multicultural teaching competency; language teaching; EFL

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