Teaching English as a Foreign Language requires more than just imparting linguistic skills; it involves fostering a learning environment where all students feel respected and understood. Cultural sensitivity is an essential component in this process, as it helps educators to recognize the unique challenges and perspectives thatcome with teaching a diverse group of learners. Understanding the cultural nuances and backgrounds of students can lead to more effective teaching methods, tailored lesson plans, and improved student engagement. Moreover, it helps in building a strong teacher-student relationship based on trust and mutual respect. By being culturally sensitive, teachers can address and mitigate any biases or prejudices that may inadvertently arise in the classroom, ensuring that all students have equal opportunities to succeed. In essence, cultural sensitivity not only enriches the teaching and learning experience but also prepares students to navigate and thrive in a multicultural world
Teaching English as a Foreign Language requires more than just imparting linguistic skills; it involves fostering a learning environment where all students feel respected and understood. Cultural sensitivity is an essential component in this process, as it helps educators to recognize the unique challenges and perspectives thatcome with teaching a diverse group of learners. Understanding the cultural nuances and backgrounds of students can lead to more effective teaching methods, tailored lesson plans, and improved student engagement. Moreover, it helps in building a strong teacher-student relationship based on trust and mutual respect. By being culturally sensitive, teachers can address and mitigate any biases or prejudices that may inadvertently arise in the classroom, ensuring that all students have equal opportunities to succeed. In essence, cultural sensitivity not only enriches the teaching and learning experience but also prepares students to navigate and thrive in a multicultural world
| № | Имя автора | Должность | Наименование организации |
|---|---|---|---|
| 1 | Egamberdiyeva H.. | Trainee teacher | Shahrisabz State Pedagogical Institute |
| № | Название ссылки |
|---|---|
| 1 | 1.Bennett, M. J. (2004). Becoming interculturally competent. Intercultural Resource Corporation.2.Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.3.Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266.4.Diller, J. V., & Moule, J. (2005). Cultural competence: A primer for educators. Thomson Wadsworth.5.Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.6.Gudykunst, W. B., & Kim, Y. Y. (2003).Communicating with strangers: An approach to intercultural communication. McGraw-Hill.7.Holliday, A. (1994). Appropriate methodology and social context. Cambridge University Press.8.Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.9.Ting-Toomey, S. (1999). Communicating across cultures. Guilford Press.10.Young, L. (1994). Crosstalk and culture in a Thai classroom. Multilingual Matters. |