Arab World English Journal (AWEJ)Special Issue:The Dynamics of EFL in Saudi Arabia, December 2019 p.127-136
DOI: https://dx.doi.org/10.24093/awej/efl1.10
Multicultural Diverse Classroom
Addressing the Instructional Challenges and Reflections, from a Teacher’s Perspective
Rakhshinda Jabeen
Faculty of Languages and Translation-Female Campus
King Khalid University, Abha, Saudi Arabia
Abstract:
This paper focuses on personal experience and observation of a multicultural and diverse classroom. The main aim of this reflective study is to find out the effects of individual culture on a student’s life and how different cultures interact positively and negatively in an EFL class. The significance of this study is to devise some plans, to meet the demands of all the lifestyles in the EFL academic background. This experience led to some beneficial results based on the understanding of diverse classroom requirements and teacher’s challenges in handling the students of different cultural backgrounds. A group of students coming from various nationalities form a community inside the classroom; bear their learning styles based on their cultural history. This idea is quite challenging for the teacher. The author has discussed intensively: how culture and language relate to each other along with the role of a teacher in managing a diverse classroom. Finally, the author has recommended that the teacher’s special role in creating a methodology that addresses different cultures is essential. In this triangle of teacher, student, and institution, all three corners are equally imperative to form a strong EFL multicultural classroom entity.
Keywords: diverse EFL classroom, multinational classroom, culture, multicultural, teaching methods, teacher’s challenges
Cite as: Jabeen, R. (2019). Multicultural Diverse Classroom; Addressing the Instructional Challenges and Reflections, from a Teacher’s Perspective. Arab World English Journal, Special Issue: The Dynamics of EFL in Saudi Arabia. 127-136
DOI: https://dx.doi.org/10.24093/awej/efl1.10