NAVIGATING CULTURAL DIVERSITY IN EFL CLASSROOMS: TEACHERS’ PERSPECTIVES ON CHALLENGES AND PEDAGOGICAL STRATEGIES

Abstract

This study examines the challenges and pedagogical strategies involved in navigating cultural diversity in English as a Foreign Language (EFL) classes from teachers' perspectives. Teachers are under growing pressure to manage a variety of language, cultural, and social backgrounds while preserving efficient teaching and learning procedures as multicultural student populations continue to expand. The purpose of this study is to investigate the main challenges teachers face and the strategies they use to create inclusive and effective learning environments. Semi-structured interviews and classroom observations with EFL instructors from higher education settings were used in this qualitative method. To find trends in intercultural communication, classroom management, and teaching methods, the data were subjected to thematic analysis. The results show that teachers face a variety of challenges, including disparities in student participation, cultural misconceptions, communication methods, and language proficiency. These problems frequently affect both the overall effectiveness of collaborative learning and student engagement. Teachers exhibit adaptive pedagogical practices despite these obstacles, such as using culturally responsive teaching, fostering collaborative learning, modifying instructional resources, and encouraging respect among students. To promote meaningful engagement and minimize potential tensions in multicultural classrooms, teachers' intercultural knowledge and adaptability are crucial. By offering empirical insights into instructors' lived experiences, this study advances the fields of EFL and multicultural education. The results have important implications for developing inclusive teaching strategies and improving teacher readiness in culturally diverse classrooms.