EFL Teachers' Lived Experiences in Teaching English in an Intercultural Classroom

Abstract

This research investigates the lived experiences of English as a Foreign Language (EFL) teachers in intercultural classrooms, with a focus on understanding how they navigate the complexities of cultural diversity and harness its opportunities. The study aimed to document these experiences and derive pedagogical insights to inform teacher training programs and educational policies. Employing a descriptive phenomenological approach and guided by Colaizzi’s seven-step method, the research utilized semi-structured interviews with four EFL teachers, ensuring data saturation for a comprehensive analysis. Thematic analysis of the data addressed the research questions by identifying two key themes. First, the lived experiences of EFL teachers revealed that intercultural classrooms are dynamic spaces requiring teachers to adopt flexible, culturally sensitive, and adaptive instructional approaches to meet the diverse needs of their students. Building trust, fostering mutual respect, and creating an inclusive environment were emphasized as critical for successful teaching. Second, the pedagogical insights derived from these experiences highlighted the reciprocal nature of learning, where teachers and students engage in a collaborative exchange of cultural knowledge, reinforcing the co-constructed nature of the classroom environment. The study's findings underscore the significance of integrating intercultural competence into teacher training programs. Recommendations include implementing targeted professional development initiatives that equip educators with culturally responsive teaching strategies, offering institutional support through resources and workshops, and developing inclusive policies that address the challenges of teaching in multicultural contexts. This research contributes to the ongoing discourse on intercultural education by emphasizing the importance of continuous learning opportunities, collaboration among educators, and culturally responsive pedagogy. By fostering inclusivity and engagement, the study offers valuable insights for improving teacher preparation, supporting educators in diverse settings, and enhancing the educational experiences of students in an increasingly globalized world.