ABSTRACT

This study investigated teachers’ reported practices of teaching culture in English as a Foreign Language (EFL) classrooms from the perspective of their approaches to student diversity. Specifically, it examined the relationship between teachers’ orientations towards the cultural elements integrated in curriculum materials and their approaches to teaching cultural content in the context of linguistic, cultural, and religious diversity of Israeli schools. Interview data from three teacher groups – majority, minority and immigrant – obtained through open-ended questions, critical incidents and vignettes were interpreted through the lens of DOPA (Diversity in Organisations: Perceptions and Approaches) model. Thematic analysis yielded four distinct teacher profiles as related to teachers’ approaches to student diversity, their curriculum orientations and subsequent use of the curriculum materials. The emergent profiles are discussed with regard to the ways of coping with diverse student populations developed by teachers in each group and reflected in adopted teaching practices.

摘要

本研究从教师对学生多样性的方法的角度调查了教师报告的英语作为外语（EFL）课堂文化教学实践。具体来说，它研究了教师对课程材料中整合的文化元素的定位与他们在以色列学校的语言、文化和宗教多样性背景下教授文化内容的方法之间的关系。通过开放式问题、关键事件和小插曲获得的三个教师群体——多数、少数和移民——的采访数据通过 DOPA（组织多样性：感知和方法）模型的镜头进行了解释。主题分析产生了四种不同的教师档案，这些档案与教师对学生多样性的方法有关，他们的课程定位和课程材料的后续使用。讨论了各组教师针对不同学生群体制定的应对不同学生群体的方法，并在所采用的教学实践中反映了这些新兴概况。