Development of discussion and verbal interaction skills in secondary stage EFL teachers through a multiculturally grounded training programme
Saadallah, M., Mostafa, H., abdelgawad, A. (2024). Development of discussion and verbal interaction skills in secondary stage EFL teachers through a multiculturally grounded training programme. EKB Journal Management System, 3(6), 242-272. doi: 10.21608/bsujpc.2025.285533.1046
Mohamed Saadallah; Heba Mostafa; Associated Mohamed Amin abdelgawad. "Development of discussion and verbal interaction skills in secondary stage EFL teachers through a multiculturally grounded training programme". EKB Journal Management System, 3, 6, 2024, 242-272. doi: 10.21608/bsujpc.2025.285533.1046
Saadallah, M., Mostafa, H., abdelgawad, A. (2024). 'Development of discussion and verbal interaction skills in secondary stage EFL teachers through a multiculturally grounded training programme', EKB Journal Management System, 3(6), pp. 242-272. doi: 10.21608/bsujpc.2025.285533.1046
Saadallah, M., Mostafa, H., abdelgawad, A. Development of discussion and verbal interaction skills in secondary stage EFL teachers through a multiculturally grounded training programme. EKB Journal Management System, 2024; 3(6): 242-272. doi: 10.21608/bsujpc.2025.285533.1046

Development of discussion and verbal interaction skills in secondary stage EFL teachers through a multiculturally grounded training programme

BSU-Journal of Pedagogy and Curriculum
Volume 3, Issue 6, June 2024, Page 242-272  XML PDF (587.32 K)
Document Type: Original Research
DOI: 10.21608/bsujpc.2025.285533.1046
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Authors
Mohamed Saadallah email 1; Heba Mostafa2; Associated Mohamed Amin abdelgawadorcid 3
1Department of Curriculum and Instruction
2Department of Curriculum
3Faculty of Education, Beni Suef University
Abstract
This study investigates the development of discussion and verbal interaction skills in secondary stage EFL teachers through a multiculturally grounded training program. The program was designed and implemented to address the gap between theoretical knowledge about integrating culture in FLT and its practical implementation in classrooms. The research employed a mixed-methods approach with a pre-test and post-test design to assess the program's effectiveness.  Participants were 30 English language teachers in Dubai, UAE. The findings suggest that the program had a positive impact on teachers perceived intercultural competence, particularly in areas like awareness and knowledge.  However, a disconnect emerged between teachers' self-reported use of social justice themes in their multicultural education practices and their interview responses. The study highlights the importance of professional development opportunities, especially coursework and conferences, in equipping teachers with the skills to integrate intercultural approaches effectively.  Further research is needed to understand the factors influencing the gap between stated practices and actual implementation of social justice within multicultural education.
Keywords
Multicultural education; EFL teacher training; Discussion skills; Verbal interaction skills; Social justice
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