Key points are not available for this paper at this time.
This study investigates the challenges and strategies of teaching English as a Foreign Language (EFL) in multicultural classrooms in Afghanistan. The classrooms in this country are mostly characterized by significant ethnic, cultural, and linguistic diversity. To collect data from participants, researchers employed a mixed-methods design, combining qualitative and quantitative approaches. The research combines quantitative surveys from EFL university instructors across 15 Afghan universities. Moreover, qualitative interviews were conducted with EFL educators at Ghor University who were nearby and available to the researchers. Findings of this study indicate that, although most Afghan EFL instructors feel relaxed and enthusiastic in teaching multicultural classrooms, they also encounter challenges such as language diversity, cultural misunderstandings, differences in students’ backgrounds, and a lack of qualified and experienced teachers. Thus, participants and respondents in this study emphasized strategies for use in such settings, such as cultural diversity, collaborative learning, and integrating culturally relevant materials to enhance classroom engagement and inclusivity in multicultural settings. The study provides the crucial need for culturally responsive education and professional development to enhance EFL instruction. The findings of this study are significant for policymakers, educators, instructors, and curriculum developers seeking to improve the quality of language teaching and learning in Afghanistan’s diverse educational perspective.
Faizy et al. (Thu,) studied this question.