<abstract xmlns="http://www.w3.org/1999/xhtml"><p> In recent years, many international students from different parts of the world have been studying at Turkish universities, which creates a multicultural educational setting. Due to the multicultural educational setting, English has become the most widely used language for exchanging and sharing knowledge, therefore many international universities in Turkey put a great emphasis on English language education and offer English preparatory courses to students. In order to succeed at better language education, universities employ native English instructors to provide a richer language experience with cultural components embedded in language content. In this qualitative case study, cultural reflections of native English instructors at a Turkish university were investigated. Individual and focus group interviews were data sources for the study. Findings indicated that cultural responsiveness was considered to be constructed through time, and a necessity of orientation process was emphasized. However, the native instructors’ presumptions cause intolerance and underestimation of the host culture. In addition, educational issues and students’ misbehaviors, such as cheating and calling their instructors by their first name, were attributed to cultural background of the students.</p></abstract>

In recent years, many international students from different parts of the world have been studying at Turkish universities, which creates a multicultural educational setting. Due to the multicultural educational setting, English has become the most widely used language for exchanging and sharing knowledge, therefore many international universities in Turkey put a great emphasis on English language education and offer English preparatory courses to students. In order to succeed at better language education, universities employ native English instructors to provide a richer language experience with cultural components embedded in language content. In this qualitative case study, cultural reflections of native English instructors at a Turkish university were investigated. Individual and focus group interviews were data sources for the study. Findings indicated that cultural responsiveness was considered to be constructed through time, and a necessity of orientation process was emphasized. However, the native instructors’ presumptions cause intolerance and underestimation of the host culture. In addition, educational issues and students’ misbehaviors, such as cheating and calling their instructors by their first name, were attributed to cultural background of the students.

Cultural responsiveness in EFL teaching: reflections from native instructors

Zirve University - Faculty of Education Kizilhisar Campus,Gaziantep, TURKEY 27260, Tel: 90-342-211-6666 ext. 6986

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

{"article-title":"Cultural responsiveness in EFL teaching: reflections from native instructors"}

In recent years, many international students from different parts of the world have been studying at Turkish universities, which creates a multicultural...

Cultural responsiveness in EFL teaching: reflections from native instructors

Publicado en línea: 14 jul 2016

Páginas: 27 - 39

DOI: https://doi.org/10.1515/jolace-2016-0014

Palabras clave
Cultural responsiveness, native instructors, EFL, and higher education

© 2016

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Cultural responsiveness in EFL teaching: reflections from native instructors

Publicado en línea: 14 jul 2016

Páginas: 27 - 39

DOI: https://doi.org/10.1515/jolace-2016-0014

Palabras claveCultural responsiveness, native instructors, EFL, and higher education

© 2016

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Palabras clave
Cultural responsiveness, native instructors, EFL, and higher education