Dr. Sandra Lilia Flores,
Graduated from Department of English, Sanford College of Education, National University, The United States of America
This study addresses the issue of limited cultural competence among higher education educators and its impact on the English as a second language (ESL) learning process for English language learners (ELLs). The purpose was to explore educators’ perspectives regarding their cultural competence to identify ways to enhance the ESL learning experience. Using Lev Vygotsky’s sociocultural theory as a lens, the study examines how educators, as members of society, influence the ESL learning process. A qualitative single case study was conducted involving 12 educators, six of whom were part-time, from 10 academic departments at a community college in Southern California. Data were collected through 12 semi-structured individual interviews and one focus group with four participants. A thematic analysis revealed seven key themes: (a) limited cultural competence; (b) uneasiness toward ELLs from diverse backgrounds; (c) preparedness to teach ELLs; (d) slow progress in cultural competence; (e) limited institutional support; (f) instructional strategies to support ELLs; and (g) creating a safe learning space for ELLs. The findings suggest the need for institutions to provide support and cultural competence training, as well as to consider educators’ recommendations for fostering supportive learning environments for all students.
Keywords: Educators’ Cultural Competence, Higher Education, English Language Learning, Cultural Differences
The above abstract is a part of the article which was accepted at The 10th International Conference on Languages, Linguistics, Translation and Literature (WWW.TLLL.IR), 1-2 February 2025, Ahwaz.
