Multicultural General English Language Teaching as Reflected in EFL Teachers’ Perceptions and the Existing Literature

The rapid emergence of multiculturalism is presenting us with new challenges and significant transformations. The present study sought to delve into multicultural General English language teaching as reflected in the existing literature and in EFL teachers’ perceptions. To this end, a grounded theory design was employed. The sample of the study consisted of ۳۰ General English teachers from both genders who were picked up via available sampling. To reach the required data, the relevant files from the previous literature, and a semi-structured interview were utilized. Data analysis was conducted through coding procedures using MAXQDA Software. The following themes were extracted regarding reflection of multicultural General English language teaching in the existing literature: Teaching about racial discriminations, Teaching about gender discriminations, Teaching about social class discriminations, Teaching about language discriminations, Teaching about talent discriminations, and Teaching about culture discriminations. Regarding reflection of multicultural General English language teaching in EFL teachers’ perceptions, the identified themes include: Teaching communication skills, Teaching positive thinking, Teaching respect to differences, Teaching about different cultures, Using different assessment procedures, Practicing fairness in the class, Teaching critical thinking, Teaching through various teaching methods, and Teaching about cooperation and collaboration. The findings’ implications go to teachers, General English teaching system, teacher instructors, and curriculum planners.

کلیدواژه ها:

General English Teaching ، Multicultural Education ، Multiculturalism ، Multicultural Teaching ، EFL teachers' perceptions