Pre-service English as a foreign language teachers’ perceptions of cultural diversity: insights from a Jean Monnet Module

Abstract

This study examines pre-service English as a foreign language (EFL) teachers’ perceptions and attitudes toward cultural diversity. The research was conducted in the framework of a Jean Monnet Module course which focuses on developing students’ better understanding of cultural diversity as well as on fostering their teaching strategies for multicultural education. A mixed-method research design was employed, combining quantitative and qualitative approaches. The survey was conducted with 80 pre-service EFL teachers and contained 14 closed-ended and 1 open-ended questions. Quantitative data were collected from the closed-ended questions, whereas the open-ended question provided qualitative data. The findings of this study indicate that participants perceive cultural diversity as a multidimensional concept, reflecting such themes as tolerance and respect, cultural traditions, inclusivity, learning and understanding, variety, and societal unity. A comparison of the pre-test and post-test results indicates that participants developed a better understanding of cultural diversity after the intervention. Furthermore, student feedback revealed satisfaction with the course content and teaching strategies. The study contributes to research on fostering future EFL teachers’ understanding of cultural diversity and developing their perceptions of and attitudes toward it.