A COMPARATIVE STUDY OF ENGLISH LANGUAGE TEACHERS' INSTRUCTION-RELATED PERCEPTIONS AND PRACTICES IN MULTILINGUAL AND MULTICULTURAL CLASSROOMS IN TÜRKİYE AND THE USA

Date

2024-8-7

Author

Varlık, Elif

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With the rise of globalization and internationalization, multicultural classrooms have become a reality in many countries (Liddicoat, 2003; Mason, 2007). Implementing equity pedagogy and prejudice reduction strategies in these multicultural and multilingual environments supports learners from diverse backgrounds and promotes societal inclusion (Banks, 2019; Grant & Sleeter, 2007). This study investigates perceptions and experiences of some important stakeholders in multilingual and multicultural classroom settings. Using a comparative case study approach, the research aims to understand the perspectives and experiences of pre-service teachers, in-service teachers, and faculty members involved in English language teacher education programs at high-ranking state universities in Türkiye and the US. The data was collected through pre-interview questionnaires on Qualtrics. Then, semi-structured interviews were conducted individually with pre-service teachers and faculty members. In-service teachers were interviewed in a focus group interview format to encourage a reflective environment to reveal the experiences and practices of teachers. Using thematic analysis and eclectic coding strategies (Creswell, 2013), the data provided rich insights into English language teacher education programs’ and participants’ experiences. The findings reveal that while the participants acknowledge the importance of multicultural education, significant training gaps in English language teacher education programs affect English language teachers’ efficacy. The study suggests that English language teachers need comprehensive training on approaches, methodologies, and strategies in teaching culturally and linguistically diverse classrooms. It is believed that this study might contribute to the ongoing discourse on improving English language teacher preparation for increasingly diverse classrooms.

Subject Keywords

comparative case study, English language teacher education, multilingual and multicultural classrooms, teacher perceptions and experiences, ELT

URI

https://hdl.handle.net/11511/110445

Collections

Graduate School of Social Sciences, Thesis