چکیده مقاله
This study addresses the issue of limited cultural competence among higher education educators and its impact on the English as a second language ESL learning process for English language learners ELLs The purpose was to explore educators' perspectives regarding their cultural competence to identify ways to enhance the ESL learning experience Using Lev Vygotsky’s sociocultural theory as a lens, the study examines how educators, as members of society, influence the ESL learning process A qualitative single case study was conducted involving 12 educators, six of whom were part time, from 10 academic departments at a community college in Southern California Data were collected through 12 semi structured individual interviews and one focus group with four participants A thematic analysis revealed seven key themes: a limited cultural competence; b uneasiness toward ELLs from diverse backgrounds; c preparedness to teach ELLs; d slow progress in cultural competence in higher education; e limited institutional support; f instructional strategies to support ELLs; and g creating a safe learning space for ELLs The findings suggest the need for institutions to provide support and cultural competence training, as well as to consider educators’ recommendations for fostering supportive learning environments for all students
کلیدواژهها
نویسندگان
Sandra Flores
Graduated from Department of English, Sanford College of Education, National University, The United States of America
شیوه ارجاع
Flores, Sandra,1403,Educators’ Cultural Competence in Higher Education: A Qualitative Single Case Study,The 10th International Conference on Languages, Linguistics, Translation and Literature,Ahvaz
ارائهشده در
مجموعه مقالات دهمین کنفرانس بین المللی بررسی مسائل جاری زبان ها، زبان شناسی، ترجمه و ادبیات13 بهمن 1403 · اهواز