• Tatiana Aksiutina
Keywords: teaching EFL, ethnically diverse students’ groups, culturally responsive teaching, caring, learning community, knowledge base about cultural diversity


The article focuses on teaching English as a Foreign Language (EFL) to culturally diverse students, providing a pedagogical framework of culturally responsive teaching (CRT) that recognizes the importance of including students’ cultural references in all aspects of learning. It develops theoretical and practical issues about culturally responsive teaching, outlying its potential power in achieving the academic success of ethnically and linguistically diverse students. These general conceptual issues are followed by a discussion of some pedagogical paradigms and suggestions for reversing the underachievement of students. The article develops in detail four essential components of culturally responsiveteaching: developing a knowledge base about cultural diversity, demonstrating caring, and building learning communities, communicating with ethnically diverse students. They facilitate a deeper understanding of how conceptual principles about teaching EFL and through cultural responsive teaching can be translated into instructional actions. The article demonstrates how to align teaching strategies so they are supportive of EFL students’ intrinsic motivation within and across culturally diverse groups.


1. Поморцева, Н. В. Психолингвистические аспекты межличностного общения в полиэтнической студенческой группе. Нижний Новгород: Нижегородский гос. лингвистический университет им. Н. А. Добролюбова, 2007. Print. Социальные варианты языка. – Материалы Междунар. научн. конф., Нижний Новгород, 19–20 апреля 2007 года.
2. Чуйкова, Э. С. and А. А. Кочетова. Опыт обучения китайских групп английскому языку: выбор форм и языка общения. Свое издательство: СПб., 2016. Print. Теория и практика образования в современном мире. – Материалы IX Междунар. науч. конф.
3. Cazden, C. B., John V. P. and Hymes D. Functions of Language in the Classroom. Waveland: Prospect Heights, IL, 1985. Print.
4. Foster, М. It’s Cooking Now: a Performance Analysis of the Speech Events of a Black Teacher in an Urban Community College. 18 (1) ed. N.p.: n.p., 1989. Print. Language in Society.
5. Gay, G. Preparing for Culturally Responsive Teaching. Vol. 53. N.p.: n.p., 2002. Print. Journal of Teacher Education.
6. Howard, G. R. We Can’t Teach What We Don’t Know: White Teachers, Multiracial Schools. New York: Teachers College Press, 2002. Print.
7. Kawakami, Au K. H. Cultural Congruence in Instruction. Albany: State U of New York, 1994. Print. Teaching Diverse Populations: Formulating a Knowledge Base.
8. King, J. E., Hollins E. R. and Hayman W. C. Preparing Teachers for Cultural Diversity. New York: Teachers College Press, 1997. Print.
9. Kleinfeld, J. Effects of Nonverbal Warmth on the Learning of Eskimo and White Students. Vol. 92. N.p.: n.p., 1974. Print. Journal of Social Psychology.
10. Ladson-Billings, G. Toward a Theory of Culturally Relevant Pedagogy. Vol. 32. N.p.: n.p., 1995. Print. American Educational Research Journal.
11. Porter, R. E. and Samovar L. A. Basic Principles of Intercultural Communication. Belmont, CA: Wadsworth, 1991. Print. Intercultural communication.
How to Cite
Aksiutina, T. (2017). TEACHING EFL STUDENTS IN CULTURALLY DIVERSE GROUPS. Anglistics and Americanistics, (14), 57-64. Retrieved from https://anglistika.dp.ua/index.php/AA/article/view/192