Educators’ Cultural Competence in Higher Education: A Qualitative Single Case Study
Bitola, North Macedonia
Organization: University
Abstract
With a rapidly growing number of English language learners (ELLs) arriving at higher education institutions, there’s a need to increase educators’ cultural competence to support English language learning. The purpose of this qualitative single case study was to explore higher education educators’ perspectives regarding their cultural competence to understand how to improve the English as a Second Language (ESL) learning process of ELLs. Vygotsky's (1929) sociocultural theory guided this study's theoretical framework, which focuses on the educators’ role in facilitating learning in the classroom through support, guidance, and meaningful interactions with the help of mediating tools (language).
A qualitative single case study was selected to explore the perspectives of 12 educators from various academic departments at one community college in southern California. Data collection consisted of 12 semi-structured individual interviews and one focus group with four participants. A thematic approach was adopted for data analysis. Findings from educators’ perspectives revealed seven themes: (a) educators’ limited cultural competence; (b) educators’ uneasiness toward ELLs from diverse cultural backgrounds; (c) educators’ preparedness to teach ELLs; (d) slow progress of cultural competence in higher education; (e) limited or lack of institutional support; (f) educators’ instructional strategies to support ELLs; and (g) educators creating a safe learning space for ELLs. Implications suggest the need to explore the ways in which institutions offer (or do not offer) support and cultural competence training across various disciplines and educators’ suggestions for supportive learning environments for all students.
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Sandra Flores