Religious Diversity and Culturally Responsive Learning and Teaching for Teacher Candidates
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| Title: | Religious Diversity and Culturally Responsive Learning and Teaching for Teacher Candidates |
|---|---|
| Language: | English |
| Authors: | Yooyeun Hwang, Ronald M. Wolthuis, Süleyman Kasap, Richard M. Peterson |
| Source: | Multicultural Learning and Teaching. 2026 21(1):83-108. |
| Availability: | De Gruyter. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Diversity, Culturally Relevant Education, Religion, Preservice Teachers, Liberal Arts, Christianity, Islam, Foreign Countries, Language Teachers, English (Second Language), Muslims, Intercultural Communication, Intercultural Programs, Religious Colleges, Religious Factors, Student Attitudes, Cultural Awareness, Student Experience, Small Colleges, College Students, Computer Mediated Communication |
| Geographic Terms: | United States, Turkey |
| DOI: | 10.1515/mlt-2023-0040 |
| ISSN: | 2194-654X 2161-2412 |
| Abstract: | Eleven teacher candidates who attended a Christian liberal arts college in the U.S. met a group of Turkish college students who were Muslim weekly via Zoom at least six times. These Turkish students were future English teachers, and the American students served as English conversation partners. The present study investigated the effectiveness of a program that could facilitate positive interactions between different religious groups and an in-depth understanding of culturally responsive teaching. Student reviews, two surveys before and after the program, and in-depth interviews revealed that the American students benefited from the experiences. They learned about distinct cultural traditions and the religion of Islam, discovered the similarities shared by the U.S, and Turkish cultures, appreciated both aspects, and became friends. In addition, they showed an authentic understanding of culturally responsive learning and teaching. The study suggests that the program enhanced cultural sensitivity, including to religious diversity, and the appreciation of culturally responsive learning and teaching among teacher candidates. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493423 |
| Database: | ERIC |
| Abstract: | Eleven teacher candidates who attended a Christian liberal arts college in the U.S. met a group of Turkish college students who were Muslim weekly via Zoom at least six times. These Turkish students were future English teachers, and the American students served as English conversation partners. The present study investigated the effectiveness of a program that could facilitate positive interactions between different religious groups and an in-depth understanding of culturally responsive teaching. Student reviews, two surveys before and after the program, and in-depth interviews revealed that the American students benefited from the experiences. They learned about distinct cultural traditions and the religion of Islam, discovered the similarities shared by the U.S, and Turkish cultures, appreciated both aspects, and became friends. In addition, they showed an authentic understanding of culturally responsive learning and teaching. The study suggests that the program enhanced cultural sensitivity, including to religious diversity, and the appreciation of culturally responsive learning and teaching among teacher candidates. |
|---|---|
| ISSN: | 2194-654X 2161-2412 |
| DOI: | 10.1515/mlt-2023-0040 |
