CULTURAL SENSITIVITY IN TESOL: THEORETICAL FOUNDATIONS AND PEDAGOGICAL STRATEGIES FOR MULTICULTURAL CLASSROOM MANAGEMENT

Abstract

Cultural sensitivity is a fundamental aspect of effective Teaching English to Speakers of Other Languages (TESOL), particularly in increasingly multicultural educational environments. This study investigates the role of cultural awareness in TESOL by analyzing survey responses from TESOL educators and students across various educational institutions in Duhok and Zakho, including universities, high schools, and private language centers. A mixed-methods approach was employed, incorporating qualitative data from semi-structured interviews and quantitative data analyzed using statistical tools. The findings indicate that while many educators acknowledge the importance of cultural sensitivity, challenges persist in implementing culturally responsive teaching practices. The survey data highlight instances where cultural misinterpretations, stereotypes, and lack of representation in learning materials impact student engagement and comprehension. Students, on the other hand, expressed a desire for greater inclusivity and recognition of their cultural backgrounds in language instruction. The study concludes that cultural sensitivity enhances TESOL instruction by fostering an inclusive classroom environment, reducing communication barriers, and increasing student motivation. However, challenges such as institutional constraints, teacher preparedness, and cultural biases require continuous professional development and curriculum adaptation. Based on the findings, this research recommends integrating structured cultural training into TESOL teacher education programs, improving multicultural content in curricula, and fostering interactive classroom strategies that promote intercultural competence. By addressing these gaps, TESOL practitioners can create more equitable and effective learning environments that accommodate diverse student populations.