Teaching culture in the EFL classroom as informed by teachers' approaches to student diversity

This study investigated teachers' reported practices of teaching culture in English as a Foreign Language (EFL) classrooms from the perspective of their approaches to student diversity. Specifically, it examined the relationship between teachers' orientations towards the cultural elements...

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Bibliographic Details
Published in:Research papers in education 2022-09, Vol.37 (5), p.633-666
Main Authors: Lavrenteva, Evgenia, Orland-Barak, Lily
Format: Article
Language:English
Subjects:
Classrooms
Coping
Critical incidents
Cultural Differences
Cultural factors
Cultural instruction
Culture
Curricula
Curriculum development
Diversity
English (Second Language)
English as a second language
English as a second language instruction
Foreign Countries
foreign language teaching
Foreign languages
High School Teachers
Immigrants
Instructional Materials
Junior High School Teachers
Language Teachers
language-and-culture-teaching
multicultural classroom
Multicultural Education
Multiculturalism & pluralism
Second Language Instruction
Second language teachers
Student teacher relationship
Students
Teacher Attitudes
teacher practices
Teachers
Teaching
Teaching Methods
Vignettes
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Summary:This study investigated teachers' reported practices of teaching culture in English as a Foreign Language (EFL) classrooms from the perspective of their approaches to student diversity. Specifically, it examined the relationship between teachers' orientations towards the cultural elements integrated in curriculum materials and their approaches to teaching cultural content in the context of linguistic, cultural, and religious diversity of Israeli schools. Interview data from three teacher groups - majority, minority and immigrant - obtained through open-ended questions, critical incidents and vignettes were interpreted through the lens of DOPA (Diversity in Organisations: Perceptions and Approaches) model. Thematic analysis yielded four distinct teacher profiles as related to teachers' approaches to student diversity, their curriculum orientations and subsequent use of the curriculum materials. The emergent profiles are discussed with regard to the ways of coping with diverse student populations developed by teachers in each group and reflected in adopted teaching practices.
ISSN:0267-1522
1470-1146
DOI:10.1080/02671522.2020.1864763