Nurturing Multiculturalism in Iranian EFL Teacher Education: An In-Depth Scrutiny of Experts’ and Teachers’ Perceptions

Nurturing Multiculturalism in Iranian EFL Teacher Education: An In-Depth Scrutiny of Experts’ and Teachers’ Perceptions | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Nurturing Multiculturalism in Iranian EFL Teacher Education: An In-Depth Scrutiny of Experts’ and Teachers’ Perceptions Esmaeel Ali Salimi, Mostafa Rahimi Rad This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-3333073/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 7 You are reading this latest preprint version Abstract Given that Iran is the host of a variety of cultures characterized with diverse languages, viewpoints, and customs, the empty place of multiculturalism in its ELT system is deeply felt. The present study sought to tackle multiculturalism in EFL teacher education in the context of Iran by exploring Iranian EFL experts’ and teachers’ perceptions. The participants of this study consisted of the two groups. The first group included 15 male and female multicultural education experts. The second group of the participants included of 60 (30 males and 30 females) Iranian EFL teachers. To collect the required data, a demographic information scale, two semi-structured interviews and an audio-reflective journal were used. Data analysis was done via qualitative thematic analysis by MAXQDA. As revealed by the results, several themes were extracted as the components of the multicultural EFL teacher education, as uncovered by the experts’ views some of which include Eliminating Race-Related Inequalities, Eliminating Gender-Related Inequalities, and Eliminating Social Class-Related Inequalities. Moreover, the Necessary Communicative Skills, Positive Thinking, Difference Acceptance, and Multicultural Content, Various Evaluation Methods were found as some of the extracted EFL teachers’ perceptions of multicultural EFL teacher education. The findings have some implications for different groups of stakeholders including EFL teachers, teacher educators and teacher education material developers who can take useful insights from the findings in teaching EFL, educating student-teachers and developing future curricula, respectively. Multicultural Education Pluralism Perception Teacher Education 1. Introduction Recently, the field of English as a foreign language (EFL) learning has met some problems in various ways due to different reasons such as globalization phenomenon (Zohrabi et al., 2019 ). One indication of the shifts in societies is the appearance of societies with a multicultural nature wherein multicultural education elements should be inevitably used in their educational systems (Zohrabi et al., 2019 ). According to Stika ( 2012 ), a change of paradigms is observed in different societies, in which multiculturalism is a dominant issue in their educational systems with the goal of generating new lines of thinking and knowledge with the help of diversity. As put by Nanggala ( 2020 ), multicultural education is of paramountcy in forming the ethics of any society and contributing to avoidance of horizontal conflicts among society members. According to Copeland and Tarver ( 2020 ) and Wulandari ( 2020 ), multicultural education is the main channel to development of a variety of historical views. However, although it has been argued by researchers in the field of TEFL (e.g., Giselbrecht, 2009 ; Parker, 2019 ; Sleeter, 2008 ; Stika, 2012 ; Zohrabi et al., 2019 ) that multicultural language learning and teaching approaches should be incorporated in EFL education as representations of new, effective and efficient responses to new needs, wills and wants of learners in the realm of education in multicultural communities so that learners move in line with developments in various areas including social, political and cultural ones, a glance at the educational system of Iran reveals that multiculturalism has not arrived at the English Language Teaching (ELT) system (Zohrabi et al., 2019 ) in both public and private sectors. This is while the argument is that ELT top-level authorities should attempt different efficient measures to make the ground for shifts and transformations whose aim is making the ELT system multicultural (Parker, 2019 ). Given that Iran is the host of a variety of cultures characterized with diverse languages, viewpoints, and customs, the empty place of multiculturalism in its ELT system is deeply felt. This is more sensed with a view to the World education orientation towards multicultural education. As a main pre-requisite for the arrival of multicultural education in the realm of EFL teaching and learning in Iran, teacher education system of Iran should be first changed and oriented towards multiculturalism (Zohrabi et al., 2019 ). As documented by teacher education reviews, multicultural teacher education is associated with several positive outcomes which are convincing enough to prove that multicultural teacher education systems are superior to unitary ones (Sleeter, 2008 ). It has been argued that TPPs should empower teachers to challenge to broaden their social awareness by recognizing that personal worldviews are not universal but they are inherently formed by life experiences under the influence of factors such as social class, ethnicity, gender, and race. In this way, teachers can be expected to develop the pledge and skills to act as agents of change and serve as more than just content deliverers by seeking to facilitate students’ growth and development. Therefore, TPPs should prepare teachers to embrace the constructivist basis of culturally-embedded teaching (Sleeter, 2008 ). Teacher education in the absence of multicultural education is problematic since it contributes to partial thinking by making teachers prone to use their personal reference frames in judging students, their family backgrounds, and their communities. As the population of students is increasingly becoming more diverse in terms of culture, race, ethnicity, etc., it is important that TPPs address multiculturalism and empower teachers to better serve all students (Enyew & Melesse, 2018 ). In spite of what was argued above, the review of the related literature shows that although some studies (e.g., Enyew & Melesse, 2018 ; Parker, 2019 ; Zohrabi, Razmjoo & Ahmadi, 2019 ) have recently addressed multiculturalism and multicultural education from different viewpoints, multiculturalism has not been probed yet in teacher education, as far as the context of Iran is concerned. To be more specific, for instance, Zohrabi et al. ( 2019 ) have dealt with multiculturalism in ELT at the high school level. Additionally, Motamed et al. ( 2013 ) have investigated multicultural education in a general sense in the context of general education system of Iran. For the purpose of partial bridging of this gap, this study aimed at touching multiculturalism in EFL teacher education in the context of Iran by exploring Iranian EFL experts’ and teachers’ perceptions. To this end, the following research questions were formulated: What are the components of the multicultural EFL teacher education, as uncovered by the experts’ views? What are the Iranian private and public sector EFL teachers’ perceptions of the multicultural EFL teacher education? 2. Literature Review 2.1 Theoretical Frameworks 2.1.1 Multicultural education theory Multicultural education theory is one of the theories that informs this study theoretically. Although there is consensus with regard to the main issues, fundamentals, and orientations, multicultural education goes beyond this (Gay, 2004 ). Scholars of multicultural education have proponed changes related to education, materials of teaching, methods of assessment, and techniques making the system just. They argue that teachers are responsible to change the system and teach students to be change proponents (Cochran-Smith, 2004 ). Banks ( 1995a ) has enumerated multicultural education dimensions as follows: content consistency, knowledge building, discrimination reduction, equity education, and strengthening the culture of educational setting. Some of the main dimensions of multicultural education are as follows: Multicultural education is a thinking line, an educational reformation, and a procedure which necessitates educational settings’ working to resist racism and hegemony (Banks, 1997 ). It should welcome the diversity of cultures in society and classes (Banks, 1997 ). It is an anti-racist critical pedagogy-based education for the benefit of all students that seeks to implement education for social justice (Nieto & Bode, 2008 ). It transcends the classroom boundaries to change the society. To do so, some plans, priorities, programs and strategies are set for change through empowering teachers (Nieto & Bode, 2008 ). It aims at teaching and educating all groups of students, even exceptional and minority group ones, by giving high agency to teachers and taking advantage of multiculturalism (Sleeter & Grant, 1987 ). It aims at supporting the educational success of all groups of students, especially those neglected and belittled usually in the system of education (Sleeter & Grant, 1987 ). It holds the agenda that all educational aspects should deal with the needs, wants, preferences, and potentials of diverse cultural groups of students in the search of providing all students with social justice and equal opportunities for education (Grant, Elsbree & Fondrie, 2004 ). To Banks ( 2009 ), multicultural education dimensions can be used by educators in implementing educational transformations when attempting to run multicultural education. As put by Banks ( 2009 ), main dimensions of multicultural education are as follows: 1) content integration, (2) the process of knowledge construction, (3) decreasing prejudice, (4) pedagogy justice, and (5) empowering culture and social structure of educational system. As put by Sleeter ( 2008 ), teacher education programs which are not oriented towards multiculturalism suffer from four main lines of problems: Most of such programs are indifferent to the way racism influences educational settings or society broadly. They are unconscious of such matters as discrimination and racism and conceive racism as a problem related to interpersonal interactions. Such teacher education programs have higher expectations for majority students than for minority ones and attribute minority students’ underachievement to their personal characteristics and choices. Another problem associated with such teacher education programs is fear, indifference, ignorance, and segregation from majority groups. As evidence to this, most of such programs do not take bother to allocate time to negotiate about different issues. Last but not least, most of such teacher education programs are not justified towards accepting themselves as cultural beings. But they are of the belief that only majority students hold beliefs and worldviews. With a view to these problems, a variety of approaches and pedagogical strategies have been employed by teacher educators to increase their own awareness of multiculturalism stance in teacher education. Among these strategies and approaches, holding multicultural courses, field-oriented immersion programs, teaching multicultural themes to pre-service teachers, teaching autobiography writing, encouraging cross-cultural exchange of letters, and debate- and negotiation-oriented teaching are worth noting (Naz et al., 2023 ). In a general sense, independently planned multicultural courses have proved to be effective in reducing prejudice and bias in terms of race and ethnicity and raising consciousness of majority groups’ experiences (Hollins & Guzman, 2005 ). Negotiation-based teaching has also been indicated to be influential at removing prejudice and making students aware of and sensitive to race, discrimination, hegemony, ethnicity, and culture (Heinze, 2008 ). To move in this path, teacher educators have built experiential groups (Cochran-Smith et al., 2008) which are characterized with emphasis on affections, negotiation and discussion, and preoccupation with present not past (Marbley, 2004 ). Field-oriented immersion programs have sought to increase teachers’ awareness of the life state of majority and minority students, provide them with opportunities to communicate students of minority and majority groups and be in touch with all students, and provide the ground for students’ examination of themselves as cultural beings (Nuby, 2010 ). 2.1.2 Social Justice Approach to Teacher Education Another theory this study is theoretically built upon which is social justice approach to teacher education. In this approach, introduced by Giroux ( 1988 ), teaching is considered in its sociopolitical context of society and schooling. This approach aims to draw student-teachers’ heed to the power hierarchy in educational settings globally and locally to train moral teachers as change agents who can transform social inequalities and build a more humane society. The concepts under emphasis in this approach are social reconstruction, cultural responsiveness, emancipatory pedagogy, critical reflective practice, critical pedagogy, and a socio-critical approach (Giroux, 1988 ). This approach seeks to educate teachers who accept different knowledge systems, question old forms of domination, and reflect constantly on the use or benefit of curricula for different groups of learners. 2.2 Empirical Studies Empirical studies done on multiculturalism can be categorized in three classes. The first class is characterized with the studies that have explored the use of multiculturalism in curricula and educational programs. For example, Enyew and Melesse ( 2018 ) sought to see how multiculturalism has been nurtured into the environment of Ethiopian universities. A researcher-made questionnaire and an interview in semi-structured form were used as data collection tools. To analyze the data, one-sample t-test and narration were utilized. The results led to the conclusion that multiculturalism has been observed in the educational programs. Wei ( 2018 ) addressed how multiculturalism was introduced in curriculum shifts since the outset of 21st century in China. It was discussed that within the 15 years, in reaction to the fast economic development and the pressures of exam-based teaching, the government introduced post-modernistic curriculum framework beyond the limits of modernistic curriculum development. However, the shifts are slow due to inertia culture and the absence of micro-culture in classroom, which contributed to the dissociation between the policy-making and the implementation practices. In Iranian context, Zohrabi et al. ( 2019 ) sought to design and validate a model of curriculum based on pluralism for ELT in high schools of Iran. For this purpose, a mixed methods design was followed. The participants of the study consisted of curriculum experts. Results of data analysis led to a model with different components. Moreover, the model was validated from the perspective of the experts. This study is considered as a good start for the arrival of pluralism as a main component of multiculturalism in the ELT system of Iran. But as mentioned above, it has been delimited to just one aspect of multiculturalism as well as ELT curriculum in high schools of Iran. In the second class of studies, researchers have explored multiculturalism as connected to teachers and teacher education. As a study in this regard, Parker ( 2019 ) addressed the values of multicultural education for ELT and teacher education in post-secondary education. To this end, different aspects of critical multicultural education were explored as guiding forces for EFL learners in comprehending of the content of courses. It was recommended that stakeholders take these elements as starting points for re-conceptualizing their teaching principles and methods. In another study, Pourdavood and Yan ( 2020 ) dealt with in-service teachers’ change of perceptions of multicultural matters as a result of being exposed to a course on diversity. To this end, classroom discussions, paper presentations, and field notes were used. The findings showed that teachers believed that classroom discussions transformed their perceptions of multiculturalism in a positive way. This study is specific to instruction on diversity. Moreover, the focus of this investigation has not been multicultural teacher education. Therefore, the present study is different and broader in terms of scope and objectives. In a similar study to the one by Pourdavood and Yan ( 2020 ), Vassallo ( 2020 ) explored changes in conceptions of teachers of multiculturalism after participating in a short course on multicultural education. To achieve this aim, teachers’ understanding of multiculturalism was compared before and after the course using reflective journals. The results suggested that teachers’ willingness to self-reflect was improved under the effect of the course. In general, teachers showed improvements in their conceptions of multiculturalism as a consequence of attending in the course. In comparison to the study by Pourdavood and Yan ( 2020 ), this study has been more limited concerning data collection tools. But they were similar in terms of scope since both of them has touched multiculturalism from a general angle. The present study transcends both of the studies by utilizing a variety of tools, and covering a variety of objectives. More importantly, the present study is mainly concerned with multicultural teacher education, rather than multiculturalism in general. In the third class, the effect of multiculturalism on students has been tackled. In this regard, Beqiri and Sylaj ( 2021 ) investigated multiculturalism as a factor affecting the socialization of students. In so doing, teachers’ and students’ perceptions were explored through two standardized questionnaires. As revealed by the results, multiculturalism affected socialization of students positively. However, it was noted by the researcher that there exist some difficulties in the way of implementing multiculturalism which should not discourage administrators. This study has just dealt with multiculturalism as an approach in a general sense, and the point of departure of the present study with this study is that it seeks to specifically explore multiculturalism in teacher education. Moreover, since this study has just utilized questionnaire as the research tool, the findings may not be very valid. 3. Method 3.1 Participants The participants of this study consisted of the two groups. The first group included 15 (10 males and 5 females) male and female multicultural education experts. They were university professors with Ph.D. in Teaching English as a Foreign Language (TEFL) with research and teaching experience and publications in multicultural education. They had supervised theses and dissertations and published papers on multicultural education. They were selected through snowball sampling to find the most appropriate persons for the purpose of this study (Ary et al., 2010). The amount of teaching experience of the experts was not important since the main criterion for the sampling was working experience and research interest in multicultural education. This group was interviewed at the outset of the study to identify the components of multicultural EFL teacher education. The second group of the participants contained 60 (30 males and 30 females) Iranian EFL teachers. They were B.A., M.A. and Ph.D. holders in TEFL, English Language and Literature, and English Translation fields. They had teaching experience from 4 to 25 years in different public high schools and private language institutes of different provinces of Iran. They were selected through available sampling through virtual groups in social networks including WhatsApp and Telegram to reach a higher number of the participants. Their first language was Persian. This group was interviewed and asked to submit their audio- reflective journals to extract their perceptions of the multicultural EFL teacher education. To observe ethical issues, the consent of the participants was taken for participation in the study. Moreover, they were ensured about anonymity and confidentiality of their personal information. It is worth noting that the sample size of the two groups of the participants was determined based on data saturation. That is, with this sample size, no new thing was added to the results (Ary et al., 2010). Table 1 shows the demographic information of the participants. Table 1 Demographic Information of the Participants Experts Frequency Percentage Gender Male Female 10 5 66.66% 33.33% Work place university 15 100% Teachers Frequency Percentage Gender Male Female 30 30 50% 50% Work place Public high schools Private language institutes 30 30 50% 50% 3.2 Instrument s The following instruments were used for data collection in the present study: 3.2.1 Semi-structured Interview s This study benefited from two semi-structured interviews. The first interview aimed at identifying the components of a multicultural EFL teacher education, as uncovered by the experts’ views. This interview consisted of five open-ended questions and conducted in English without any time constraint. Moreover, to make the interview more convenient, it was done in WhatsApp and Telegram applications. All the interviews were taken in the individual form by the researcher and transcribed verbatim for further analysis. The interview was piloted in the same conditions with the main phase of the study, recruiting about 5 experts with the same demographic information with those experts who participated in the main phase of the study so that any potential problem or ambiguity in the interview questions could be identified and corrected. The second semi-structured interview aimed at uncovering Iranian EFL teachers’ perceptions of multicultural EFL teacher education. This interview consisted of four open-ended questions. It was piloted and conducted in the same way mentioned for the previous interview. It is worth noting that a demographic information scale was also developed and used before implementing the interviews to collect the information about the participants. The information covered in scale included the participants’ major and academic level at the time of the study. 3.2.2 Audio-reflective Journal To triangulate the data, following the interviews, the second group of the participants of the study (i.e., 30 males and 30 females Iranian EFL teachers) were asked to audio-record whatever comes to their mind regarding their feelings, attitudes, mental images, free associations and similar things on multicultural EFL teacher education in the context of Iran without any time limit. Audio-reflective journaling is a participatory research method to elicit individuals’ perceptions in the form of creative expressions, self-reflection and participatory act (Ary et al., 2010). Then, they were asked to send the audio-recorded reflective journals to the researcher through social networks including WhatsApp and Telegram. 3.3 Procedure and Data Analysis To collect the data, first, the components of a multicultural teacher education were identified through implementing a semi-structured interview with the experts and running thematic analysis on the interview data using MAXQDA. The results of this thematic analysis was identification of the components of the multicultural EFL teacher education. Then, the demographic information scale was distributed among the second group of the participants (i.e., 30 males and 30 females Iranian EFL teachers with teaching experience in different public high schools and private language institutes of different provinces of Iran) to be filled. Next, to raise the participants’ awareness of multicultural (teacher) education, this group of the participants was provided with two virtual 60-minute briefing sessions on multicultural (teacher) education in WhatsApp. In these sessions, the researcher explained the main components of multicultural (teacher) education along with some supplementary materials. For instance, they were explained that rather than using one teaching method and limited teaching strategies, the teacher should use diverse teaching methods and strategies; and a combination of both quantitative and qualitative evaluation methods and procedures should be used rather than one type of evaluation procedure. These are just some examples for better understanding of interested readers. Then, a semi-structured interview was taken from them to identify their perceptions of multicultural EFL teacher education. Next, to triangulate the data gathered through the interview, this group of the participants were asked to audio-record whatever comes to their mind regarding their feelings, attitudes, mental images, free associations and similar things on multicultural EFL teacher education in the context of Iran. Then, they were asked to send the audio-recorded reflective journals to the researcher through social networks including WhatsApp and Telegram. Data analysis was conducted through the qualitative thematic analysis by MAXQDA software. To make the data dependable and credible, the researcher benefited from low-inference descriptors and member checks. Using low-inference descriptors means quoting from the participants. Member checking involves checking interpretations with the participants to see whether their sayings have been correctly interpreted. 4. Results With regard to the first research question What are the components of the multicultural EFL teacher education, as uncovered by the experts’ views? , the qualitative thematic analysis led to the identification of the following components: 1. Eliminating race-related inequalities According to this component, multicultural EFL teacher education should train teachers to eliminate racial inequalities among students. This is evident in the following quotations: Multicultural teacher education should prepare EFL teachers to remove racial discrimination. Teachers should try to regard students of all races equal and treat them fairly. Race of students should not be the reason for discrimination. All students are equal. (Participant 4) EFL teachers are to be trained to consider students of different races equal. They should not discriminate between different races. This is at the heart of multiculturalism. Racial background of students should not change teachers’ orientation toward students. If teachers learn this, they can move in the path of multicultural education more conveniently. (Participant 1) 2. Eliminating gender-related inequalities According to this component, multicultural EFL teacher education should make teachers prepared to eliminate gender inequalities among students. The following quotations show this: EFL teachers should be taught to attempt to eliminate gender inequality. Teachers should encourage justice between male and female students. Teachers are to be trained not to pay huge attention to gender as a determinant factor in their teaching. They should treat both male and female students the same. (Participant 6) Multicultural teacher education must seek the mission of generating gender equality at least in educational settings. EFL teachers should make their best to achieve this through possible means. (Participant 10) 3. Eliminating social class-related inequalities By this component, it is meant that multicultural EFL teacher education should prepare teachers to eliminate inequalities related to social class among students. The following quotations support this: To be multicultural, teacher education programs should work on teachers to challenge inequalities existing among learners because of their social class. EFL teachers should assume all students the same, regardless of their social class. (Participant 12) Teacher education courses should aim at preparing English teachers to avoid unfairness rooted in students’ social class differences. EFL teachers should be informed of the equal rights of all social classes. (Participant 8) 4. Eliminating language-related inequalities According to this component, multicultural EFL teacher education should target teachers’ elimination of inequalities that are imposed due to the mother tongue of students. This is confirmed by the following quotations: Multicultural education convinces teachers to take a neutral stance towards students with different first languages. Speaking in a specific language should not make any student distinguished from the other ones. (Participant 7) Teacher education based on multiculturalism should put a place for language indiscrimination. I want to say that teachers should be informed that students’ L1 should not lead to any discrimination. All languages are equally respected. (Participant 5) 5. Eliminating ability-related inequalities According to this component, multicultural EFL teacher education should educate teachers to remove inequalities among students that have been formed as a result of some students’ particular abilities in different areas. This can be understood from the following quotations: EFL teachers must be trained to be respectful to all students. All students are there to be provided with teacher respect equally. That a student is talented in some respect is not a justification to behave him or her differently in comparison to other students. (Participant 11) Teacher training should instruct teachers to equally pay attention to all students. Paying more attention to students whose abilities are higher than their peers is not congruent with multicultural education. Students’ ability is not a yardstick for receiving more attention and care from teachers. (Participant 14) 6. Eliminating culture-related inequalities According to this component, multicultural EFL teacher education should seek to help teachers eliminate inequalities related to culture among students. This is documented by the following quotations: Teacher training programs must give appropriate instructions to teachers on how they can make their best to neglect cultural differences. Teachers should be instructed to avoid prejudice towards some cultures and against some other cultures. (Participant 15) EFL teachers need training on challenging cultural bias. They are required to be taught on the disadvantages of cultural discrimination. Students’ cultural background should not be taken as a gate or block for being privileged or deprived from educational opportunities. (Participant 3) Table 1 shows the frequency and percentage of the components. Table 1 The Frequency and Percentage of the Components Component Eliminating race-related inequalities Eliminating gender-related inequalities Eliminating social class-related inequalities Eliminating language-related inequalities Eliminating ability-related inequalities Eliminating culture-related inequalities Frequency 13 13 11 11 10 14 Percentage 86.66 86.66 73.33 73.33 66.66 93.33 As illustrated in the Table 1 , the themes have been recurrent in the quotations of more than 66.66% of the interviewees. Concerning the second research question What are the Iranian private and public sector EFL teachers’ perceptions of the multicultural EFL teacher education? , the following themes were extracted: 1. Teaching teachers the necessary communicative skills According to this theme, multicultural EFL teacher education should teach teachers the required communicative skills. The following quotations show this: EFL teachers should be competent in communicative skills. This should be highly emphasized in teacher education. If teachers are not strong in communicative abilities, they cannot behave in a fair manner with all the students. (Participant 3) Education of teachers should be oriented towards empowering them in communication skills. EFL teachers should pass social skills courses that revolve around building good relations with students. (Participant 7) 2. Teaching teachers to generate positive thinking According to this theme, multicultural EFL teacher education should teach teachers to generate positive thinking in students. Evidence of this is the following quotations: During teacher education periods, EFL teachers should learn that they should encourage positive thinking among students. In this way, students learn to respect themselves and others. Teachers need to be trained to make students positive thinkers. (Participant 36) Teacher preparation founded on multicultural guidelines should put positive thinking training on top of its work. Teachers should be made aware of the miracle of positive thinking in English language classes. Emotions talk louder than reason. (Participant 14) 3. Teaching teachers to encourage difference acceptance According to this theme, multicultural EFL teacher education should teach teachers to encourage students to accept differences existing between themselves and other people. To support this, the following quotations can be mentioned: Teacher education authorities should plan programs in which teachers are prepared to teach students prefer differences rather than sameness and differences. Students should be made conscious that differences are not threats but they are opportunities for peaceful co-existence. (Participant 28) Teacher education in the light of multicultural education means making teachers equipped with the necessary skills and knowledge to teach students welcome the existing differences among each other. They should know that differences make the ground for more interaction. (Participant 2) 4. Teaching teachers to use multicultural content According to this theme, multicultural EFL teacher education should teach teachers to inject multicultural content into educational materials. This is shown by the following quotations: In multicultural teacher education, teachers are provided with strategies of using multicultural content in teaching English. Teacher educators must present samples of multicultural materials to teachers so that they learn how to use them in their classes. (Participant 27) Motivating teachers to take advantage of multicultural issues in the content of materials should be taken into account in teacher education units. This can be done through different means including textual and multimedia materials. (Participant 33) 5. Teaching teachers to use various evaluation methods According to this theme, multicultural EFL teacher education should teach teachers to use different types of assessment methods. The following quotations support this: Teachers should evaluate students’ learning in different ways. Just using a specific evaluation method does not make teaching effective. Different evaluation methods are recommended to be used by teachers to make sure that students’ knowledge is appropriately evaluated. (Participant 8) An English teacher who seeks effectiveness of teaching does not delimit evaluation of students to traditional procedures. He or she is well aware that fair assessment involves employment of different techniques. (Participant 13) 6. Teaching teachers to build a fair classroom According to this theme, multicultural EFL teacher education should teach teachers to turn classroom into a fair place in different aspects. The following quotations confirm this: Implementing fairness in different dimensions of teaching is a characteristic of multicultural teaching. EFL teacher should be taught by educators to be fair in teaching students, supporting them, evaluating and scoring their exams and so on. Teachers should also be fair in expecting learning outcomes from students. (Participant 19) Justice enactment is a sign of teaching based on multiculturalism. Teachers must be trained to be persons who act fairly in their profession. They must recognize the right of students to be treated fairly. This should be seriously dealt with in teacher education courses. (Participant 5) 7. Teaching teachers to consider all languages the same According to this theme, multicultural EFL teacher education should teach teachers to put bias for or against a language aside. The following quotations corroborate this: Teacher training courses should make teachers free from shackles of treating one language as the dominant language. EFL teachers should be so open-minded that consider all languages as equally important. This should also be conveyed by teachers to students. (Participant 50) Teachers should be warned against language bias. Teacher education approaches should be strong enough to prevent teachers from selecting one language as the best language. Although they are teachers of English, but it does not mean that English is the best language. (Participant 42) 8. Teaching teachers to teach self-reflection and critical thinking According to this theme, multicultural EFL teacher education should teach teachers to train students on thinking about their own selves and critical thinking. The following quotations highlight this: In teacher education periods, it is suggested that EFL teachers are provided with strategies to teach learners critical thinking and self-thinking. Multicultural training is well-adapted to critical thinking. (Participant 53) EFL Teacher education should be concerned with criticality teaching and enlightenment. Teachers should learn to teach criticality to students. They should learn to teach students how to question or challenge the status quo. (Participant 59) 9. Teaching teachers to teach tolerance and peace According to this theme, multicultural EFL teacher education should teach teachers to teach tolerance and peace to students. The following quotations highlight this: Multicultural teacher education should empower teachers to go beyond mere instructional materials and teach tolerance in the classroom. Students should be taught to be tolerant of others’ views and attitudes. (Participant 1) Programs of preparation of teachers should put teaching peace and healthy co-existence on the top of their work when educating teachers. Teachers should inevitably prepare students for living in the society with people of different cultures and backgrounds. (Participant 18) 10. Teaching teachers to teach social relations According to this theme, multicultural EFL teacher education should teach teachers to teach students social relations. The following quotations show this: Teaching social relations to students is a main responsibility of EFL teachers according to multicultural education. This should be observed meticulously in teacher education programs. In fact, teachers should be trained to teach social life in their profession. (Participant 10) Using multiculturalism in teacher education means teaching pre-service teachers on teaching social relations and its importance in EFL teaching. Multicultural teaching is tightly tied to the role of social communication competence in personal and social growth and development. (Participant 60) 11. Teaching teachers to teach about democracy According to this theme, multicultural EFL teacher education should teach teachers to train students on thinking about their own selves and critical thinking. The following quotations highlight this: English teacher education should be turned into places for preparing teachers to teach democratic issues when teaching English. Promotion of democracy in EFL classes is not less important than English teaching. To do this, students’ voices should be taken into consideration in different classroom procedures. (Participant 57) Teacher education should target generating democracy literacy among teachers to be conveyed to students by them. It can be taught to be implemented by teachers through different means such as paying attention to the wants and needs of students in selecting instructional materials. This goal, if seriously sought, can lead to basic changes in the system with many advantages. (Participant 4) Table 2 shows the frequency and percentage of the extracted themes. Table 2 The Frequency and Percentage of the Extracted Themes As indicated in the Table 2 , the themes have been prevalent in the quotations of more than 71.66% of the interviewees. 5. Discussion The present study sought to answer two research questions. With regard to the first research question What are the components of the multicultural EFL teacher education, as uncovered by the experts’ views? , as revealed by the results, the following components were extracted from the interviews: Eliminating race-related inequalities, eliminating gender-related inequalities, eliminating social class-related inequalities, eliminating language-related inequalities, eliminating ability-related inequalities, and eliminating culture-related inequalities. Although the researcher could not find any study in the literature on the experts’ views on the components of the multicultural EFL teacher education, the findings corroborate the findings of Zohrabi et al. ( 2019 ) according to which multicultural ELT should be equipped with racial equity and gender indiscrimination. The results are also in line with the arguments by the UNESCO (2003) and Shojaei et al. ( 2022 ) that reflect that social anti-discrimination, and cultural equity should be frontispiece of ELT programs in their various dimensions. Furthermore, as believed by Amiri Shayesteh and Baleghizadeh ( 2022 ), in post-modern multicultural era, English classes should be a safe place for students from different linguistic backgrounds. However, ability-related equity was unique to the present study. Therefore, based on the findings of the study, it can be postulated that multicultural teacher education is not limited to teaching teachers literacy skills. It deals with cultural, social, and linguistic issues. Multicultural teacher education should therefore go beyond the traditional borders of education and link society, economics, ethics, ethnicity, gender, language, and whatever might affect students and their future life with teaching. Indeed, multicultural teacher education should be anti-racist and gender-indifferent to prepare teachers for a fair teaching which sees all the students the same, regardless of their gender and race. Multicultural teacher education is materialized when teachers are taught to treat students of any language the same, teach students of different socio-cultural backgrounds the same, and provide equal opportunities for students of different abilities. Concerning the second research question What are the Iranian private and public sector EFL teachers’ perceptions of the multicultural EFL teacher education? , the necessary communicative skills, positive thinking, difference acceptance, multicultural content, various evaluation methods, fair classroom building, considering all languages the same, self-reflection and critical thinking, tolerance and peace, social relations and democracy were found as the main themes. In the same vein with the findings, it has been argued in some previous studies (e.g., Parker, 2019 ) that ELT should be supported by democratic views and agendas to make educational programs empty from hegemony in such dimensions as language, religion, race, culture, and ethnicity. In this way, students of different languages, religions, races, and cultures do not become deprived of high quality education. This, in turn, contributes to fairness, criticality and reflectivity, equality in educational opportunities, removing hegemony and democratic education. Moreover, the extracted themes are consistent with the findings of Pourdavood and Yan ( 2020 ) wherein it was proposed that multicultural EFL teachers should respect social relations and avoid biased attitudes and behaviors. Furthermore, in the study by Vassallo ( 2020 ), and Zohrabi et al. ( 2019 ), it was concluded that EFL teachers in multicultural education. Moreover, Banks ( 2004 ) and Jenks et al. ( 2001 ) have proponed incorporating multicultural issues in instructional materials to make students aware of the fundamentals of multicultural education. To interpret the results, it can be argued that teacher education within the paradigm of multicultural education cannot be materialized in the absence of some thinking and practical skills, knowledge, and abilities that were revealed in the present study. In fact, a kind of dynamicity is there in multicultural education which requires injection of some abilities into teachers in teacher education programs. Teacher education courses should equip teachers with the necessary skills and knowledge to be empowered enough to teach with multicultural orientation. Inevitably, multicultural teacher education cannot neglect lessons of equity education, democratic teaching, peaceful co-existence, reflectivity and criticality, justice and fairness in all classroom dimensions, positive thinking, and diversity promotion. It can be easily understood that the perceptions uncovered in the present study revolve around three main constructs: Diversity acceptance, multicultural attitudes and behaviors, and equity education. These are three pillars of multicultural education pile without which multicultural education cannot be expected to materialize whether in teacher education, EFL teaching at different levels and contexts, and curriculum development. If teacher education top-level authorities recognize the key role of these three pillars, they can claim that their attempts at making teacher education multicultural are rightly placed. Otherwise, multicultural teacher education will remain at the word level. In corroborating this, on the one hand, as proponed by Rohmat et al. ( 2023 ), multicultural education is easier in words than in practice. They continued that while multicultural education is a popular construct, it has its own peculiarities which may seem strange to those who are not familiar with its principles and components. On the other hand, as viewed by Coşgun and Savaş ( 2023 ) and Starkey ( 2010 ), teacher education should be delineated in line with multicultural education so that teachers are trained on an educational school whose main mission is equity education and social justice. When adapted to multicultural education, teacher education will be expected to be associated with astonishing achievements. 6. Conclusion Based on the findings of the current study, it can be concluded that multicultural EFL teacher education should seek to eliminating race-related, gender-related inequalities, social class-related, language-related, ability-related and culture-related inequalities. This leads to a second conclusion according to which multicultural teacher education is not compatible with any form of discrimination due to differences or diversity in race, gender, social class, first language, abilities, and cultural background of learners. The third conclusion that can be made is that EFL teachers should be trained towards using multicultural education components in teacher training courses. As the fourth issue worth concluding, EFL teachers should be trained on such issues as the necessary communicative skills, positive thinking, difference acceptance, multicultural content, various evaluation methods, fair classroom building, considering all languages the same, self-reflection and critical thinking, tolerance and peace, social relations and democracy, for multiculturalism fundamentals to be injected into EFL teacher education. The findings have some implications for different groups of stakeholders including EFL teachers, teacher educators and teacher education material developers. EFL teachers can take advantage of the findings by applying the themes extracted in the present study. EFL teacher educators can apply the results in training student and at-service teachers in pre-service and in-service courses based on the multicultural teacher education components. EFL teacher education material developers can develop instructional materials for teacher education programs based on the findings of this study. Since this study was limited in some aspects, future studies can add to the validity of our findings. Interviewing a larger sample can contribute to more enlightening results. In addition, triangulating the data through open-ended questionnaire or narratives can broaden the scope of the findings. Finally, addressing EFL students will unearth more hidden aspects of multiculturalism as connected to teacher education. Declarations Authors’ contribution Mostafa Rahimi Rad drafted the manuscript. Esmaeel Ali Salimi confirmed the manuscript. Mostafa Rahimi Rad collected the data. Mostafa Rahimi Rad and Esmaeel Ali Salimi analyzed the data. Mostafa Rahimi Rad and Esmaeel Ali Salimi read the manuscript and agreed with the publication. Data availability The authors declare that the data would be available at the editors’ request from the corresponding author. Acknowledgments : The authors would like to thank all of the respondents attempting the questionnaire and attending the workshops. Conflicts of Interest : The authors declare no conflict of interest. Funding Funding is not applicable. Ethical Approval The authors declare that all authors filled in the consent form and willingly participated in the study. The ethical committee of Allameh Tabataba’i confirmed that this study was conducted based on the guidelines and principles of this institute. the written informed consent from all participants was taken. References Amiri Shayesteh, L., & Baleghizadeh, S. (2022). Construction and validation of Iranian EFL teachers’ perceptions of professional development questionnaire. Language Related Research, 14 (1), 113-143. http://dx.doi.org/10.52547/LRR.14.1.5 Ary, D., Jacobs, L. C., & Sorensen, Ch. (2010). Introduction to research in Education (8 th ed.). Wadsworth Group. Banks, J. A. (1995a). Multicultural education: historical development, dimensions, and practice. In J. A. Banks & C. A. M. Banks (Eds.). Handbook of research on multicultural education (pp. 3-24). Macmillan. Banks, J. A. (1997). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. M. Banks, (Eds.). Multicultural education: Issues and perspectives (3 rd ed., pp. 3-31). Allyn and Bacon. Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19 (7) , 3-49. https://doi.org/10.2307/1167339 Banks, J. A. (2009). The Routledge international companion to multicultural education. NY 10016. Beqiri T., & Sylaj, V. (2021). The perception of multiculturalism and the impact on the social sphere of pupils. Italian Journal of Sociology of Education, 13 (2), 261-282. http://dx.doi.org/10.14658/pupj-ijse-2021-2-12 Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. Teachers College Press. Cochran-Smith, M., Barnatt, J., Lahann, R., Shakman, K., & Terrell, D. (2009). Teacher education for social justice: Critiquing the critiques. In W. Ayers, T. Quinn, & D. Stovall (Eds.), The handbook of social justice in education (pp. 625–639). Philadelphia: Taylor and Francis. Cochran-Smith, M., Davis, D., & Fries, K. (2004). Multicultural teacher education: research, practice, and policy. In J. 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(2009). Pluralistic approaches – A long overdue paradigm shift in education. Scottish Languages Review , 20 (1) , 11-20. Grant, C., Elsbree, A., & Fondrie, S. (2004). A decade of research in the changing terrain of multicultural educational research. In J. Banks, (Ed.) Handbook of research on multicultural education (pp. 184-210) . Jossey-Bass. Heinze, E. (2008). Cultural responsiveness and academic success . Retrieved from http://www.heinz.org/userfiles/library/culture-report_final.pdf Hollins, E. R., & Guzman, M.T. (2005). Research on preparing teachers for diverse populations. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 477-548). Lawrence Erlbaum Associates. Jenks, C., Lee, J. O., & Kanpol, B. (2001). Approaches to multicultural education in preservice teacher education: Philosophical frameworks and models or teaching. The Urban Review , 33 (4), 87–105. https://doi.org/10.1023/A:1010389023211 Leistyna, P. (2002). Defining and d esigning m ulticulturalism: One s chool s ystem’s e fforts . SUNY series. Lie, A. (2016). The multicultural curriculum: Education for peace and development. Human Rights Education in Asian Schools, 21 (2), 81-102. Marbley, A. F. (2004). His eye is on the sparrow: A counselor of color’s perception of facilitating predominantly White groups. Journal for Specialists in Group Work, 29 (3), 247-258. https://doi.org/10.1080/01933920490477002 McConnell, K. F. (2008). Inventing pluralistic education: Compulsory schooling as technique of democratic deliberation. Indiana University. Mohammadian Haghighi, F. M., & Norton, B. (2017). The role of English language institutes in Iran. TESOL Quarterly, 51 (2), 428-438. http://dx.doi.org/10.1002/tesq.338 Motamed, H. R., Yarmohammadian, M. H., & Yusefy, A. R. (2013). Designing a pluralistic curriculum model for the Iranian education system. Academia Arena, 5 (9), 31-39. Namdari, E., & Sahragard, R. (2021). Professional development needs of Iranian EFL teachers. Master thesis. Shiraz University, Department of Foreign Languages. Nanggala A. (2020). Citizenship education as a multicultural education. J Soshum Incentives, 3 (2),197-210. Naz, F. L, Afzal, A., & Khan, M. H. N. (2023). Challenges and benefits of multicultural education for promoting equality in diverse classrooms. Journal of Social Sciences Review, 3 (2), 511-522. https://doi.org/10.54183/jssr.v3i2.291 Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education (5th ed.). Pearson. Nuby, J. (2010). An awakening thorough and inner-city immersion experience. Multicultural Perspectives, 12 , 42-49. https://doi.org/10.1080/15210961003641427 Parker, J. L. (2019). Multicultural education as a framework for educating English language learners in the United States. International Journal of Multidisciplinary Perspectives in Higher Education, 4 (1), 22-35. https://doi.org/10.32674/JIMPHE.V4I1.1404 Pourdavood, R.G., & Yan, M. (2020). Becoming critical: In-service teachers’ perspectives on multicultural education. International Journal of Learning, Teaching and Educational Research, 19 (2),112-135. https://doi.org/10.26803/ijlter.19.2.8 Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press. Rohmat, R., Sutiyono, A., Hani, T., & Priyanto, A. (2023). Multicultural education for strengthening harmony in diversity. Cypriot Journal of Educational Sciences,18 (1) 43-54. https://doi.org/10.18844/cjes.v18i1.8022 Safari, P., & Rashidi, N. (2015). Teacher education beyond transmission: Challenges, concerns, and opportunities for Iranian EFL teachers. Issues in Educational Research, 25 (2), 187-203. Shojaei, R., Bagheri, M. S., & Rassaei, E. (2022). Reconsidering the global criteria of teacher effectiveness in the light of learners' perceptions and experts' observations. International Journal of Foreign Language Teaching and Research, 10 (40), 153-169. https://doi.org/10.30495/jfl.2022.686700 Sleeter, C. E. (2001). Preparing students for culturally diverse schools. Journal of Teacher Education, 52 , 94-106. http://dx.doi.org/10.1177/0022487101052002002 Sleeter, C. E. (2008). Preparing white teachers for diverse students . In M. Cochran-Smith, S. Feiman-Nemser, & J. McIntyre (Eds.), Handbook of research in teacher education: Enduring issues in changing contexts (3rd ed., pp. 559-582). Routledge. Sleeter, C. E., & Grant, C. (1987). An analysis of multicultural education in the United States. Harvard Educational Review , 57(4). 421-444. https://doi.org/10.17763/haer.57.4.v810xr0v3224x316 Starkey, L. (2010). Teachers' pedagogical reasoning and action in the digital age. Teachers and Teaching: Theory and Practice, 16 (2), 233-244. https://doi.org/10.1080/13540600903478433 Stika, P. (2012). The role of values in teaching (Bachelor thesis). Retrieved from http://is.muni.cz/th/327584/pedf_b/Petr_Stika_-_Bachelor_thesis_ _The_Role_of_Values_in_Teaching.pdf Vassallo, B. (2020). Examining the link between multicultural education and equity schooling in changing Malta. The Online Journal of New Horizons in Education, 10 (1), 37-77. Wei, K. (2018). The misconstruction of the postmodern curriculum at the beginning of the 21 st century in mainland China: From the perspectives of curriculum culture. Journal of Literature and Art Studies, 8 (12), 1732-1746. https://doi.org/10.17265/2159-5836/2018.12.014 Wulandari, T. (2020). Concept and praxis multicultural education. (1st ed.). UNY Press. Zohrabi, Kh., Razmjoo, S.A., & Ahmadi, A.R. (2019). Developing and validating a pluralistic curriculum (PC) model for English teaching in Iranian high schools. Journal of Modern Research in English Language Studies, 6 (1), 31-49. https://doi.org/10.30495/ttlt.2022.696899 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Major revision 29 Sep, 2023 Reviews received at journal 14 Sep, 2023 Reviewers agreed at journal 08 Sep, 2023 Reviewers invited by journal 08 Sep, 2023 Editor assigned by journal 08 Sep, 2023 Submission checks completed at journal 07 Sep, 2023 First submitted to journal 07 Sep, 2023 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-3333073","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":231648632,"identity":"da1925b6-5fb0-49b8-bcdb-1a9febe4f7c3","order_by":0,"name":"Esmaeel Ali Salimi","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAxElEQVRIiWNgGAWjYLCCBwYMPPwwDhtRWhKAWiQbmEnSAsQGB5iJdBM/+/GHHxIKtskYHz9/TIKhxo6BT/oAfi2SPTnGEgkGt3nMziSzSTAcS2Zg40vAr8XgQA4DRMsBkBa2AwxsPAQcZn/++eMfIC3G/Y+BWv4RocVAIsEMbIuBBNAWxjYitEjceGNmAdIiceOxsUViXzIPQS38/emPb3z4c9uevz/x4Y0P3+zk5HsIaEEFCQwMhOwYBaNgFIyCUUAMAABCpjg5aMXEuAAAAABJRU5ErkJggg==","orcid":"","institution":"Allameh Tabataba'i University","correspondingAuthor":true,"prefix":"","firstName":"Esmaeel","middleName":"Ali","lastName":"Salimi","suffix":""},{"id":231648633,"identity":"7f07dff3-418c-4f95-b078-da605f6f5a1e","order_by":1,"name":"Mostafa Rahimi Rad","email":"","orcid":"","institution":"Allameh Tabataba'i University","correspondingAuthor":false,"prefix":"","firstName":"Mostafa","middleName":"Rahimi","lastName":"Rad","suffix":""}],"badges":[],"createdAt":"2023-09-07 04:44:09","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-3333073/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-3333073/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":42983898,"identity":"fa9b9b32-f0e5-435b-9aa1-1ad9d78b3397","added_by":"auto","created_at":"2023-09-12 08:14:50","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":571003,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-3333073/v1/8cb26404-75d8-4b8d-9c8b-703237a2ec0f.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Nurturing Multiculturalism in Iranian EFL Teacher Education: An In-Depth Scrutiny of Experts’ and Teachers’ Perceptions","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eRecently, the field of English as a foreign language (EFL) learning has met some problems in various ways due to different reasons such as globalization phenomenon (Zohrabi et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). One indication of the shifts in societies is the appearance of societies with a multicultural nature wherein multicultural education elements should be inevitably used in their educational systems (Zohrabi et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). According to Stika (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), a change of paradigms is observed in different societies, in which multiculturalism is a dominant issue in their educational systems with the goal of generating new lines of thinking and knowledge with the help of diversity. As put by Nanggala (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), multicultural education is of paramountcy in forming the ethics of any society and contributing to avoidance of horizontal conflicts among society members. According to Copeland and Tarver (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) and Wulandari (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), multicultural education is the main channel to development of a variety of historical views.\u003c/p\u003e \u003cp\u003eHowever, although it has been argued by researchers in the field of TEFL (e.g., Giselbrecht, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Parker, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Sleeter, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Stika, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Zohrabi et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) that multicultural language learning and teaching approaches should be incorporated in EFL education as representations of new, effective and efficient responses to new needs, wills and wants of learners in the realm of education in multicultural communities so that learners move in line with developments in various areas including social, political and cultural ones, a glance at the educational system of Iran reveals that multiculturalism has not arrived at the English Language Teaching (ELT) system (Zohrabi et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) in both public and private sectors. This is while the argument is that ELT top-level authorities should attempt different efficient measures to make the ground for shifts and transformations whose aim is making the ELT system multicultural (Parker, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eGiven that Iran is the host of a variety of cultures characterized with diverse languages, viewpoints, and customs, the empty place of multiculturalism in its ELT system is deeply felt. This is more sensed with a view to the World education orientation towards multicultural education. As a main pre-requisite for the arrival of multicultural education in the realm of EFL teaching and learning in Iran, teacher education system of Iran should be first changed and oriented towards multiculturalism (Zohrabi et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAs documented by teacher education reviews, multicultural teacher education is associated with several positive outcomes which are convincing enough to prove that multicultural teacher education systems are superior to unitary ones (Sleeter, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). It has been argued that TPPs should empower teachers to challenge to broaden their social awareness by recognizing that personal worldviews are not universal but they are inherently formed by life experiences under the influence of factors such as social class, ethnicity, gender, and race. In this way, teachers can be expected to develop the pledge and skills to act as agents of change and serve as more than just content deliverers by seeking to facilitate students’ growth and development. Therefore, TPPs should prepare teachers to embrace the constructivist basis of culturally-embedded teaching (Sleeter, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2008\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eTeacher education in the absence of multicultural education is problematic since it contributes to partial thinking by making teachers prone to use their personal reference frames in judging students, their family backgrounds, and their communities. As the population of students is increasingly becoming more diverse in terms of culture, race, ethnicity, etc., it is important that TPPs address multiculturalism and empower teachers to better serve all students (Enyew \u0026amp; Melesse, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn spite of what was argued above, the review of the related literature shows that although some studies (e.g., Enyew \u0026amp; Melesse, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Parker, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Zohrabi, Razmjoo \u0026amp; Ahmadi, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) have recently addressed multiculturalism and multicultural education from different viewpoints, multiculturalism has not been probed yet in teacher education, as far as the context of Iran is concerned. To be more specific, for instance, Zohrabi et al. (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) have dealt with multiculturalism in ELT at the high school level. Additionally, Motamed et al. (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) have investigated multicultural education in a general sense in the context of general education system of Iran. For the purpose of partial bridging of this gap, this study aimed at touching multiculturalism in EFL teacher education in the context of Iran by exploring Iranian EFL experts’ and teachers’ perceptions. To this end, the following research questions were formulated:\u003c/p\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat are the components of the multicultural EFL teacher education, as uncovered by the experts’ views?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat are the Iranian private and public sector EFL teachers’ perceptions of the multicultural EFL teacher education?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e"},{"header":"2. Literature Review","content":"\u003ch2\u003e2.1 Theoretical Frameworks\u003c/h2\u003e\u003ch2\u003e2.1.1 Multicultural education theory\u003c/h2\u003e\u003cp\u003eMulticultural education theory is one of the theories that informs this study theoretically. Although there is consensus with regard to the main issues, fundamentals, and orientations, multicultural education goes beyond this (Gay, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). Scholars of multicultural education have proponed changes related to education, materials of teaching, methods of assessment, and techniques making the system just. They argue that teachers are responsible to change the system and teach students to be change proponents (Cochran-Smith, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2004\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eBanks (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e1995a\u003c/span\u003e) has enumerated multicultural education dimensions as follows: content consistency, knowledge building, discrimination reduction, equity education, and strengthening the culture of educational setting.\u003c/p\u003e\u003cp\u003eSome of the main dimensions of multicultural education are as follows:\u003c/p\u003e\u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eMulticultural education is a thinking line, an educational reformation, and a procedure which necessitates educational settings’ working to resist racism and hegemony (Banks, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e1997\u003c/span\u003e).\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eIt should welcome the diversity of cultures in society and classes (Banks, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e1997\u003c/span\u003e).\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eIt is an anti-racist critical pedagogy-based education for the benefit of all students that seeks to implement education for social justice (Nieto \u0026amp; Bode, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2008\u003c/span\u003e).\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eIt transcends the classroom boundaries to change the society. To do so, some plans, priorities, programs and strategies are set for change through empowering teachers (Nieto \u0026amp; Bode, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2008\u003c/span\u003e).\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eIt aims at teaching and educating all groups of students, even exceptional and minority group ones, by giving high agency to teachers and taking advantage of multiculturalism (Sleeter \u0026amp; Grant, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e1987\u003c/span\u003e).\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eIt aims at supporting the educational success of all groups of students, especially those neglected and belittled usually in the system of education (Sleeter \u0026amp; Grant, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e1987\u003c/span\u003e).\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eIt holds the agenda that all educational aspects should deal with the needs, wants, preferences, and potentials of diverse cultural groups of students in the search of providing all students with social justice and equal opportunities for education (Grant, Elsbree \u0026amp; Fondrie, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2004\u003c/span\u003e).\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e\u003cp\u003eTo Banks (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2009\u003c/span\u003e), multicultural education dimensions can be used by educators in implementing educational transformations when attempting to run multicultural education. As put by Banks (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2009\u003c/span\u003e), main dimensions of multicultural education are as follows: 1) content integration, (2) the process of knowledge construction, (3) decreasing prejudice, (4) pedagogy justice, and (5) empowering culture and social structure of educational system.\u003c/p\u003e\u003cp\u003eAs put by Sleeter (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2008\u003c/span\u003e), teacher education programs which are not oriented towards multiculturalism suffer from four main lines of problems:\u003c/p\u003e\u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eMost of such programs are indifferent to the way racism influences educational settings or society broadly. They are unconscious of such matters as discrimination and racism and conceive racism as a problem related to interpersonal interactions.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eSuch teacher education programs have higher expectations for majority students than for minority ones and attribute minority students’ underachievement to their personal characteristics and choices.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eAnother problem associated with such teacher education programs is fear, indifference, ignorance, and segregation from majority groups. As evidence to this, most of such programs do not take bother to allocate time to negotiate about different issues.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eLast but not least, most of such teacher education programs are not justified towards accepting themselves as cultural beings. But they are of the belief that only majority students hold beliefs and worldviews.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e\u003cp\u003eWith a view to these problems, a variety of approaches and pedagogical strategies have been employed by teacher educators to increase their own awareness of multiculturalism stance in teacher education. Among these strategies and approaches, holding multicultural courses, field-oriented immersion programs, teaching multicultural themes to pre-service teachers, teaching autobiography writing, encouraging cross-cultural exchange of letters, and debate- and negotiation-oriented teaching are worth noting (Naz et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn a general sense, independently planned multicultural courses have proved to be effective in reducing prejudice and bias in terms of race and ethnicity and raising consciousness of majority groups’ experiences (Hollins \u0026amp; Guzman, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2005\u003c/span\u003e). Negotiation-based teaching has also been indicated to be influential at removing prejudice and making students aware of and sensitive to race, discrimination, hegemony, ethnicity, and culture (Heinze, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). To move in this path, teacher educators have built experiential groups (Cochran-Smith et al., 2008) which are characterized with emphasis on affections, negotiation and discussion, and preoccupation with present not past (Marbley, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). Field-oriented immersion programs have sought to increase teachers’ awareness of the life state of majority and minority students, provide them with opportunities to communicate students of minority and majority groups and be in touch with all students, and provide the ground for students’ examination of themselves as cultural beings (Nuby, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2010\u003c/span\u003e).\u003c/p\u003e\u003cb\u003e2.1.2 Social Justice Approach to Teacher Education\u003c/b\u003e\u003cp\u003eAnother theory this study is theoretically built upon which is social justice approach to teacher education. In this approach, introduced by Giroux (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e1988\u003c/span\u003e), teaching is considered in its sociopolitical context of society and schooling. This approach aims to draw student-teachers’ heed to the power hierarchy in educational settings globally and locally to train moral teachers as change agents who can transform social inequalities and build a more humane society. The concepts under emphasis in this approach are social reconstruction, cultural responsiveness, emancipatory pedagogy, critical reflective practice, critical pedagogy, and a socio-critical approach (Giroux, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e1988\u003c/span\u003e). This approach seeks to educate teachers who accept different knowledge systems, question old forms of domination, and reflect constantly on the use or benefit of curricula for different groups of learners.\u003c/p\u003e\u003ch2\u003e2.2 Empirical Studies\u003c/h2\u003e\u003cp\u003eEmpirical studies done on multiculturalism can be categorized in three classes. The first class is characterized with the studies that have explored the use of multiculturalism in curricula and educational programs. For example, Enyew and Melesse (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) sought to see how multiculturalism has been nurtured into the environment of Ethiopian universities. A researcher-made questionnaire and an interview in semi-structured form were used as data collection tools. To analyze the data, one-sample t-test and narration were utilized. The results led to the conclusion that multiculturalism has been observed in the educational programs. Wei (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) addressed how multiculturalism was introduced in curriculum shifts since the outset of 21st century in China. It was discussed that within the 15 years, in reaction to the fast economic development and the pressures of exam-based teaching, the government introduced post-modernistic curriculum framework beyond the limits of modernistic curriculum development. However, the shifts are slow due to inertia culture and the absence of micro-culture in classroom, which contributed to the dissociation between the policy-making and the implementation practices. In Iranian context, Zohrabi et al. (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) sought to design and validate a model of curriculum based on pluralism for ELT in high schools of Iran. For this purpose, a mixed methods design was followed. The participants of the study consisted of curriculum experts. Results of data analysis led to a model with different components. Moreover, the model was validated from the perspective of the experts. This study is considered as a good start for the arrival of pluralism as a main component of multiculturalism in the ELT system of Iran. But as mentioned above, it has been delimited to just one aspect of multiculturalism as well as ELT curriculum in high schools of Iran.\u003c/p\u003e\u003cp\u003eIn the second class of studies, researchers have explored multiculturalism as connected to teachers and teacher education. As a study in this regard, Parker (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) addressed the values of multicultural education for ELT and teacher education in post-secondary education. To this end, different aspects of critical multicultural education were explored as guiding forces for EFL learners in comprehending of the content of courses. It was recommended that stakeholders take these elements as starting points for re-conceptualizing their teaching principles and methods. In another study, Pourdavood and Yan (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) dealt with in-service teachers’ change of perceptions of multicultural matters as a result of being exposed to a course on diversity. To this end, classroom discussions, paper presentations, and field notes were used. The findings showed that teachers believed that classroom discussions transformed their perceptions of multiculturalism in a positive way. This study is specific to instruction on diversity. Moreover, the focus of this investigation has not been multicultural teacher education. Therefore, the present study is different and broader in terms of scope and objectives. In a similar study to the one by Pourdavood and Yan (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Vassallo (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) explored changes in conceptions of teachers of multiculturalism after participating in a short course on multicultural education. To achieve this aim, teachers’ understanding of multiculturalism was compared before and after the course using reflective journals. The results suggested that teachers’ willingness to self-reflect was improved under the effect of the course. In general, teachers showed improvements in their conceptions of multiculturalism as a consequence of attending in the course. In comparison to the study by Pourdavood and Yan (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), this study has been more limited concerning data collection tools. But they were similar in terms of scope since both of them has touched multiculturalism from a general angle. The present study transcends both of the studies by utilizing a variety of tools, and covering a variety of objectives. More importantly, the present study is mainly concerned with multicultural teacher education, rather than multiculturalism in general.\u003c/p\u003e\u003cp\u003eIn the third class, the effect of multiculturalism on students has been tackled. In this regard, Beqiri and Sylaj (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) investigated multiculturalism as a factor affecting the socialization of students. In so doing, teachers’ and students’ perceptions were explored through two standardized questionnaires. As revealed by the results, multiculturalism affected socialization of students positively. However, it was noted by the researcher that there exist some difficulties in the way of implementing multiculturalism which should not discourage administrators. This study has just dealt with multiculturalism as an approach in a general sense, and the point of departure of the present study with this study is that it seeks to specifically explore multiculturalism in teacher education. Moreover, since this study has just utilized questionnaire as the research tool, the findings may not be very valid.\u003c/p\u003e"},{"header":"3. Method","content":"\u003cp\u003e\u003cstrong\u003e3.1 Participants\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe participants of this study consisted of the two groups. The first group included 15 (10 males and 5 females) male and female multicultural education experts. They were university professors with Ph.D. in Teaching English as a Foreign Language (TEFL) with research and teaching experience and publications in multicultural education. They had supervised theses and dissertations and published papers on multicultural education. They were selected through snowball sampling to find the most appropriate persons for the purpose of this study (Ary et al., 2010). The amount of teaching experience of the experts was not important since the main criterion for the sampling was working experience and research interest in multicultural education. This group was interviewed at the outset of the study to identify the components of multicultural EFL teacher education.\u003c/p\u003e\n\u003cp\u003eThe second group of the participants contained 60 (30 males and 30 females) Iranian EFL teachers. They were B.A., M.A. and Ph.D. holders in TEFL, English Language and Literature, and English Translation fields. They had teaching experience from 4 to 25 years in different public high schools and private language institutes of different provinces of Iran. They were selected through available sampling through virtual groups in social networks including WhatsApp and Telegram to reach a higher number of the participants. Their first language was Persian. This group was interviewed and asked to submit their audio- reflective journals to extract their perceptions of the multicultural EFL teacher education. To observe ethical issues, the consent of the participants was taken for participation in the study. Moreover, they were ensured about anonymity and confidentiality of their personal information. It is worth noting that the sample size of the two groups of the participants was determined based on data saturation. That is, with this sample size, no new thing was added to the results (Ary et al., 2010). Table 1 shows the demographic information of the participants.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eDemographic Information of the Participants\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eExperts\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eFrequency\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003ePercentage\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eGender\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003cp\u003eFemale\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e66.66%\u003c/p\u003e\n \u003cp\u003e33.33%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eWork place\u0026nbsp;\u003c/p\u003e\n \u003cp\u003euniversity\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e100%\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eTeachers\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eFrequency\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003ePercentage\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eGender\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003cp\u003eFemale\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e50%\u003c/p\u003e\n \u003cp\u003e50%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003eWork place\u0026nbsp;\u003c/p\u003e\n \u003cp\u003ePublic high schools\u003c/p\u003e\n \u003cp\u003ePrivate language institutes\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"33.333333333333336%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e50%\u003c/p\u003e\n \u003cp\u003e50%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e3.2 Instrument\u003c/strong\u003e\u003cstrong\u003es \u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe following instruments were used for data collection in the present study:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.2.1 Semi-structured Interview\u003c/strong\u003e\u003cstrong\u003es\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study benefited from two semi-structured interviews. The first interview aimed at identifying the components of a multicultural EFL teacher education, as uncovered by the experts\u0026rsquo; views. This interview consisted of five open-ended questions and conducted in English without any time constraint. Moreover, to make the interview more convenient, it was done in WhatsApp and Telegram applications. All the interviews were taken in the individual form by the researcher and transcribed verbatim for further analysis.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe interview was piloted in the same conditions with the main phase of the study, recruiting about 5 experts with the same demographic information with those experts who participated in the main phase of the study so that any potential problem or ambiguity in the interview questions could be identified and corrected.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe second semi-structured interview aimed at uncovering Iranian EFL teachers\u0026rsquo; perceptions of multicultural EFL teacher education. This interview consisted of four open-ended questions. It was piloted and conducted in the same way mentioned for the previous interview.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIt is worth noting that a demographic information scale was also developed and used before implementing the interviews to collect the information about the participants. The information covered in scale included the participants\u0026rsquo; major and academic level at the time of the study. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.2.2 Audio-reflective Journal\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo triangulate the data, following the interviews, the second group of the participants of the study (i.e., 30 males and 30 females Iranian EFL teachers) were asked to audio-record whatever comes to their mind regarding their feelings, attitudes, mental images, free associations and similar things on multicultural EFL teacher education in the context of Iran without any time limit. Audio-reflective journaling is a participatory research method to elicit individuals\u0026rsquo; perceptions in the form of creative expressions, self-reflection and participatory act (Ary et al., 2010). Then, they were asked to send the audio-recorded reflective journals to the researcher through social networks including WhatsApp and Telegram.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.3 Procedure and Data Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo collect the data, first, the components of a multicultural teacher education were identified through implementing a semi-structured interview with the experts and running thematic analysis on the interview data using MAXQDA. The results of this thematic analysis was identification of the components of the multicultural EFL teacher education. Then, the demographic information scale was distributed among the second group of the participants (i.e., 30 males and 30 females Iranian EFL teachers with teaching experience in different public high schools and private language institutes of different provinces of Iran) to be filled. Next, to raise the participants\u0026rsquo; awareness of multicultural (teacher) education, this group of the participants was provided with two virtual 60-minute briefing sessions on multicultural (teacher) education in WhatsApp. In these sessions, the researcher explained the main components of multicultural (teacher) education along with some supplementary materials. For instance, they were explained that rather than using one teaching method and limited teaching strategies, the teacher should use diverse teaching methods and strategies; and a combination of both quantitative and qualitative evaluation methods and procedures should be used rather than one type of evaluation procedure. These are just some examples for better understanding of interested readers. Then, a semi-structured interview was taken from them to identify their perceptions of multicultural EFL teacher education. Next, to triangulate the data gathered through the interview, this group of the participants were asked to audio-record whatever comes to their mind regarding their feelings, attitudes, mental images, free associations and similar things on multicultural EFL teacher education in the context of Iran. Then, they were asked to send the audio-recorded reflective journals to the researcher through social networks including WhatsApp and Telegram. Data analysis was conducted through the qualitative thematic analysis by MAXQDA software. To make the data dependable and credible, the researcher benefited from low-inference descriptors and member checks. Using low-inference descriptors means quoting from the participants. Member checking involves checking interpretations with the participants to see whether their sayings have been correctly interpreted. \u0026nbsp;\u003c/p\u003e"},{"header":"4. Results","content":"\u003cp\u003eWith regard to the first research question \u003cem\u003eWhat are the components of the multicultural EFL teacher education, as uncovered by the experts\u0026rsquo; views?\u003c/em\u003e, the qualitative thematic analysis led to the identification of the following components:\u003c/p\u003e\n\u003ch3\u003e1. Eliminating race-related inequalities\u003c/h3\u003e\n\u003cp\u003eAccording to this component, multicultural EFL teacher education should train teachers to eliminate racial inequalities among students. This is evident in the following quotations:\u003c/p\u003e \u003cp\u003e \u003cem\u003eMulticultural teacher education should prepare EFL teachers to remove racial discrimination. Teachers should try to regard students of all races equal and treat them fairly. Race of students should not be the reason for discrimination. All students are equal. (Participant 4)\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eEFL teachers are to be trained to consider students of different races equal. They should not discriminate between different races. This is at the heart of multiculturalism. Racial background of students should not change teachers\u0026rsquo; orientation toward students. If teachers learn this, they can move in the path of multicultural education more conveniently. (Participant 1)\u003c/em\u003e \u003c/p\u003e\n\u003ch3\u003e2. Eliminating gender-related inequalities\u003c/h3\u003e\n\u003cp\u003eAccording to this component, multicultural EFL teacher education should make teachers prepared to eliminate gender inequalities among students. The following quotations show this:\u003c/p\u003e \u003cp\u003e \u003cem\u003eEFL teachers should be taught to attempt to eliminate gender inequality. Teachers should encourage justice between male and female students. Teachers are to be trained not to pay huge attention to gender as a determinant factor in their teaching. They should treat both male and female students the same. (Participant 6)\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eMulticultural teacher education must seek the mission of generating gender equality at least in educational settings. EFL teachers should make their best to achieve this through possible means. (Participant 10)\u003c/em\u003e \u003c/p\u003e\n\u003ch3\u003e3. Eliminating social class-related inequalities\u003c/h3\u003e\n\u003cp\u003eBy this component, it is meant that multicultural EFL teacher education should prepare teachers to eliminate inequalities related to social class among students. The following quotations support this:\u003c/p\u003e \u003cp\u003e \u003cem\u003eTo be multicultural, teacher education programs should work on teachers to challenge inequalities existing among learners because of their social class. EFL teachers should assume all students the same, regardless of their social class. (Participant 12)\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eTeacher education courses should aim at preparing English teachers to avoid unfairness rooted in students\u0026rsquo; social class differences. EFL teachers should be informed of the equal rights of all social classes. (Participant 8)\u003c/em\u003e \u003c/p\u003e\n\u003ch3\u003e4. Eliminating language-related inequalities\u003c/h3\u003e\n\u003cp\u003eAccording to this component, multicultural EFL teacher education should target teachers\u0026rsquo; elimination of inequalities that are imposed due to the mother tongue of students. This is confirmed by the following quotations:\u003c/p\u003e \u003cp\u003e \u003cem\u003eMulticultural education convinces teachers to take a neutral stance towards students with different first languages. Speaking in a specific language should not make any student distinguished from the other ones. (Participant 7)\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eTeacher education based on multiculturalism should put a place for language indiscrimination. I want to say that teachers should be informed that students\u0026rsquo; L1 should not lead to any discrimination. All languages are equally respected. (Participant 5)\u003c/em\u003e \u003c/p\u003e\n\u003ch3\u003e5. Eliminating ability-related inequalities\u003c/h3\u003e\n\u003cp\u003eAccording to this component, multicultural EFL teacher education should educate teachers to remove inequalities among students that have been formed as a result of some students\u0026rsquo; particular abilities in different areas. This can be understood from the following quotations:\u003c/p\u003e \u003cp\u003e \u003cem\u003eEFL teachers must be trained to be respectful to all students. All students are there to be provided with teacher respect equally. That a student is talented in some respect is not a justification to behave him or her differently in comparison to other students. (Participant 11)\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eTeacher training should instruct teachers to equally pay attention to all students. Paying more attention to students whose abilities are higher than their peers is not congruent with multicultural education. Students\u0026rsquo; ability is not a yardstick for receiving more attention and care from teachers. (Participant 14)\u003c/em\u003e \u003c/p\u003e\n\u003ch3\u003e6. Eliminating culture-related inequalities\u003c/h3\u003e\n\u003cp\u003eAccording to this component, multicultural EFL teacher education should seek to help teachers eliminate inequalities related to culture among students. This is documented by the following quotations:\u003c/p\u003e \u003cp\u003e \u003cem\u003eTeacher training programs must give appropriate instructions to teachers on how they can make their best to neglect cultural differences. Teachers should be instructed to avoid prejudice towards some cultures and against some other cultures. (Participant 15)\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eEFL teachers need training on challenging cultural bias. They are required to be taught on the disadvantages of cultural discrimination. Students\u0026rsquo; cultural background should not be taken as a gate or block for being privileged or deprived from educational opportunities. (Participant 3)\u003c/em\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e1\u003c/span\u003e shows the frequency and percentage of the components.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u003cem\u003eThe Frequency and Percentage of the Components\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eComponent\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEliminating race-related inequalities\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eEliminating gender-related inequalities\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eEliminating social class-related inequalities\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eEliminating language-related inequalities\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eEliminating ability-related inequalities\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eEliminating culture-related inequalities\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e86.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e86.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e73.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e73.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e66.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e93.33\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAs illustrated in the Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e1\u003c/span\u003e, the themes have been recurrent in the quotations of more than 66.66% of the interviewees.\u003c/p\u003e \u003cp\u003eConcerning the second research question \u003cem\u003eWhat are the Iranian private and public sector EFL teachers\u0026rsquo; perceptions of the multicultural EFL teacher education?\u003c/em\u003e, the following themes were extracted:\u003c/p\u003e\n\u003ch3\u003e1. Teaching teachers the necessary communicative skills\u003c/h3\u003e\n\u003cp\u003eAccording to this theme, multicultural EFL teacher education should teach teachers the required communicative skills. The following quotations show this:\u003c/p\u003e \u003cp\u003e \u003cem\u003eEFL teachers should be competent in communicative skills. This should be highly emphasized in teacher education. If teachers are not strong in communicative abilities, they cannot behave in a fair manner with all the students. (Participant 3)\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eEducation of teachers should be oriented towards empowering them in communication skills. EFL teachers should pass social skills courses that revolve around building good relations with students. (Participant 7)\u003c/em\u003e \u003c/p\u003e\n\u003ch3\u003e2. Teaching teachers to generate positive thinking\u003c/h3\u003e\n\u003cp\u003eAccording to this theme, multicultural EFL teacher education should teach teachers to generate positive thinking in students. Evidence of this is the following quotations:\u003c/p\u003e \u003cp\u003e \u003cem\u003eDuring teacher education periods, EFL teachers should learn that they should encourage positive thinking among students. In this way, students learn to respect themselves and others. Teachers need to be trained to make students positive thinkers. (Participant 36)\u003c/em\u003e \u003c/p\u003e \u003cp\u003e\u003cem\u003e Teacher preparation founded on multicultural guidelines should put positive thinking training on top of its work. Teachers should be made aware of the miracle of positive thinking in English language classes. Emotions talk louder than reason. (Participant 14)\u003c/em\u003e\u003c/p\u003e\n\u003ch3\u003e3. Teaching teachers to encourage difference acceptance\u003c/h3\u003e\n\u003cp\u003eAccording to this theme, multicultural EFL teacher education should teach teachers to encourage students to accept differences existing between themselves and other people. To support this, the following quotations can be mentioned:\u003c/p\u003e \u003cp\u003e \u003cem\u003eTeacher education authorities should plan programs in which teachers are prepared to teach students prefer differences rather than sameness and differences. Students should be made conscious that differences are not threats but they are opportunities for peaceful co-existence. (Participant 28)\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eTeacher education in the light of multicultural education means making teachers equipped with the necessary skills and knowledge to teach students welcome the existing differences among each other. They should know that differences make the ground for more interaction. (Participant 2)\u003c/em\u003e \u003c/p\u003e\n\u003ch3\u003e4. Teaching teachers to use multicultural content\u003c/h3\u003e\n\u003cp\u003eAccording to this theme, multicultural EFL teacher education should teach teachers to inject multicultural content into educational materials. This is shown by the following quotations:\u003c/p\u003e \u003cp\u003e \u003cem\u003eIn multicultural teacher education, teachers are provided with strategies of using multicultural content in teaching English. Teacher educators must present samples of multicultural materials to teachers so that they learn how to use them in their classes. (Participant 27)\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eMotivating teachers to take advantage of multicultural issues in the content of materials should be taken into account in teacher education units. This can be done through different means including textual and multimedia materials. (Participant 33)\u003c/em\u003e \u003c/p\u003e\n\u003ch3\u003e5. Teaching teachers to use various evaluation methods\u003c/h3\u003e\n\u003cp\u003eAccording to this theme, multicultural EFL teacher education should teach teachers to use different types of assessment methods. The following quotations support this:\u003c/p\u003e \u003cp\u003e \u003cem\u003eTeachers should evaluate students\u0026rsquo; learning in different ways. Just using a specific evaluation method does not make teaching effective. Different evaluation methods are recommended to be used by teachers to make sure that students\u0026rsquo; knowledge is appropriately evaluated. (Participant 8)\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eAn English teacher who seeks effectiveness of teaching does not delimit evaluation of students to traditional procedures. He or she is well aware that fair assessment involves employment of different techniques. (Participant 13)\u003c/em\u003e \u003c/p\u003e\n\u003ch3\u003e6. Teaching teachers to build a fair classroom\u003c/h3\u003e\n\u003cp\u003eAccording to this theme, multicultural EFL teacher education should teach teachers to turn classroom into a fair place in different aspects. The following quotations confirm this:\u003c/p\u003e \u003cp\u003e \u003cem\u003eImplementing fairness in different dimensions of teaching is a characteristic of multicultural teaching. EFL teacher should be taught by educators to be fair in teaching students, supporting them, evaluating and scoring their exams and so on. Teachers should also be fair in expecting learning outcomes from students. (Participant 19)\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eJustice enactment is a sign of teaching based on multiculturalism. Teachers must be trained to be persons who act fairly in their profession. They must recognize the right of students to be treated fairly. This should be seriously dealt with in teacher education courses. (Participant 5)\u003c/em\u003e \u003c/p\u003e\n\u003ch3\u003e7. Teaching teachers to consider all languages the same\u003c/h3\u003e\n\u003cp\u003eAccording to this theme, multicultural EFL teacher education should teach teachers to put bias for or against a language aside. The following quotations corroborate this:\u003c/p\u003e \u003cp\u003e \u003cem\u003eTeacher training courses should make teachers free from shackles of treating one language as the dominant language. EFL teachers should be so open-minded that consider all languages as equally important. This should also be conveyed by teachers to students. (Participant 50)\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eTeachers should be warned against language bias. Teacher education approaches should be strong enough to prevent teachers from selecting one language as the best language. Although they are teachers of English, but it does not mean that English is the best language. (Participant 42)\u003c/em\u003e \u003c/p\u003e\n\u003ch3\u003e8. Teaching teachers to teach self-reflection and critical thinking\u003c/h3\u003e\n\u003cp\u003eAccording to this theme, multicultural EFL teacher education should teach teachers to train students on thinking about their own selves and critical thinking. The following quotations highlight this:\u003c/p\u003e \u003cp\u003e \u003cem\u003eIn teacher education periods, it is suggested that EFL teachers are provided with strategies to teach learners critical thinking and self-thinking. Multicultural training is well-adapted to critical thinking. (Participant 53)\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eEFL Teacher education should be concerned with criticality teaching and enlightenment. Teachers should learn to teach criticality to students. They should learn to teach students how to question or challenge the status quo. (Participant 59)\u003c/em\u003e \u003c/p\u003e\n\u003ch3\u003e9. Teaching teachers to teach tolerance and peace\u003c/h3\u003e\n\u003cp\u003eAccording to this theme, multicultural EFL teacher education should teach teachers to teach tolerance and peace to students. The following quotations highlight this:\u003c/p\u003e \u003cp\u003e \u003cem\u003eMulticultural teacher education should empower teachers to go beyond mere instructional materials and teach tolerance in the classroom. Students should be taught to be tolerant of others\u0026rsquo; views and attitudes. (Participant 1)\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003ePrograms of preparation of teachers should put teaching peace and healthy co-existence on the top of their work when educating teachers. Teachers should inevitably prepare students for living in the society with people of different cultures and backgrounds. (Participant 18)\u003c/em\u003e \u003c/p\u003e\n\u003ch3\u003e10. Teaching teachers to teach social relations\u003c/h3\u003e\n\u003cp\u003eAccording to this theme, multicultural EFL teacher education should teach teachers to teach students social relations. The following quotations show this:\u003c/p\u003e \u003cp\u003e \u003cem\u003eTeaching social relations to students is a main responsibility of EFL teachers according to multicultural education. This should be observed meticulously in teacher education programs. In fact, teachers should be trained to teach social life in their profession. (Participant 10)\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eUsing multiculturalism in teacher education means teaching pre-service teachers on teaching social relations and its importance in EFL teaching. Multicultural teaching is tightly tied to the role of social communication competence in personal and social growth and development. (Participant 60)\u003c/em\u003e \u003c/p\u003e\n\u003ch3\u003e11. Teaching teachers to teach about democracy\u003c/h3\u003e\n\u003cp\u003eAccording to this theme, multicultural EFL teacher education should teach teachers to train students on thinking about their own selves and critical thinking. The following quotations highlight this:\u003c/p\u003e \u003cp\u003e \u003cem\u003eEnglish teacher education should be turned into places for preparing teachers to teach democratic issues when teaching English. Promotion of democracy in EFL classes is not less important than English teaching. To do this, students\u0026rsquo; voices should be taken into consideration in different classroom procedures. (Participant 57)\u003c/em\u003e \u003c/p\u003e \u003cp\u003e \u003cem\u003eTeacher education should target generating democracy literacy among teachers to be conveyed to students by them. It can be taught to be implemented by teachers through different means such as paying attention to the wants and needs of students in selecting instructional materials. This goal, if seriously sought, can lead to basic changes in the system with many advantages. (Participant 4)\u003c/em\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e2\u003c/span\u003e shows the frequency and percentage of the extracted themes.\u003c/p\u003e \n\u003cp\u003e\u003cstrong\u003eTable 2\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eThe Frequency and Percentage of the Extracted Themes\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u003cimg 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\"\u003e\u003c/em\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cp\u003eAs indicated in the Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e2\u003c/span\u003e, the themes have been prevalent in the quotations of more than 71.66% of the interviewees.\u003c/p\u003e"},{"header":"5. Discussion","content":"\u003cp\u003eThe present study sought to answer two research questions. With regard to the first research question \u003cem\u003eWhat are the components of the multicultural EFL teacher education, as uncovered by the experts\u0026rsquo; views?\u003c/em\u003e, as revealed by the results, the following components were extracted from the interviews: Eliminating race-related inequalities, eliminating gender-related inequalities, eliminating social class-related inequalities, eliminating language-related inequalities, eliminating ability-related inequalities, and eliminating culture-related inequalities.\u003c/p\u003e \u003cp\u003eAlthough the researcher could not find any study in the literature on the experts\u0026rsquo; views on the components of the multicultural EFL teacher education, the findings corroborate the findings of Zohrabi et al. (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) according to which multicultural ELT should be equipped with racial equity and gender indiscrimination. The results are also in line with the arguments by the UNESCO (2003) and Shojaei et al. (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) that reflect that social anti-discrimination, and cultural equity should be frontispiece of ELT programs in their various dimensions. Furthermore, as believed by Amiri Shayesteh and Baleghizadeh (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), in post-modern multicultural era, English classes should be a safe place for students from different linguistic backgrounds. However, ability-related equity was unique to the present study.\u003c/p\u003e \u003cp\u003eTherefore, based on the findings of the study, it can be postulated that multicultural teacher education is not limited to teaching teachers literacy skills. It deals with cultural, social, and linguistic issues. Multicultural teacher education should therefore go beyond the traditional borders of education and link society, economics, ethics, ethnicity, gender, language, and whatever might affect students and their future life with teaching. Indeed, multicultural teacher education should be anti-racist and gender-indifferent to prepare teachers for a fair teaching which sees all the students the same, regardless of their gender and race. Multicultural teacher education is materialized when teachers are taught to treat students of any language the same, teach students of different socio-cultural backgrounds the same, and provide equal opportunities for students of different abilities.\u003c/p\u003e \u003cp\u003eConcerning the second research question \u003cem\u003eWhat are the Iranian private and public sector EFL teachers\u0026rsquo; perceptions of the multicultural EFL teacher education?\u003c/em\u003e, the necessary communicative skills, positive thinking, difference acceptance, multicultural content, various evaluation methods, fair classroom building, considering all languages the same, self-reflection and critical thinking, tolerance and peace, social relations and democracy were found as the main themes.\u003c/p\u003e \u003cp\u003eIn the same vein with the findings, it has been argued in some previous studies (e.g., Parker, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) that ELT should be supported by democratic views and agendas to make educational programs empty from hegemony in such dimensions as language, religion, race, culture, and ethnicity. In this way, students of different languages, religions, races, and cultures do not become deprived of high quality education. This, in turn, contributes to fairness, criticality and reflectivity, equality in educational opportunities, removing hegemony and democratic education.\u003c/p\u003e \u003cp\u003eMoreover, the extracted themes are consistent with the findings of Pourdavood and Yan (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) wherein it was proposed that multicultural EFL teachers should respect social relations and avoid biased attitudes and behaviors. Furthermore, in the study by Vassallo (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), and Zohrabi et al. (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), it was concluded that EFL teachers in multicultural education. Moreover, Banks (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2004\u003c/span\u003e) and Jenks et al. (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2001\u003c/span\u003e) have proponed incorporating multicultural issues in instructional materials to make students aware of the fundamentals of multicultural education.\u003c/p\u003e \u003cp\u003eTo interpret the results, it can be argued that teacher education within the paradigm of multicultural education cannot be materialized in the absence of some thinking and practical skills, knowledge, and abilities that were revealed in the present study. In fact, a kind of dynamicity is there in multicultural education which requires injection of some abilities into teachers in teacher education programs. Teacher education courses should equip teachers with the necessary skills and knowledge to be empowered enough to teach with multicultural orientation. Inevitably, multicultural teacher education cannot neglect lessons of equity education, democratic teaching, peaceful co-existence, reflectivity and criticality, justice and fairness in all classroom dimensions, positive thinking, and diversity promotion.\u003c/p\u003e \u003cp\u003eIt can be easily understood that the perceptions uncovered in the present study revolve around three main constructs: Diversity acceptance, multicultural attitudes and behaviors, and equity education. These are three pillars of multicultural education pile without which multicultural education cannot be expected to materialize whether in teacher education, EFL teaching at different levels and contexts, and curriculum development. If teacher education top-level authorities recognize the key role of these three pillars, they can claim that their attempts at making teacher education multicultural are rightly placed. Otherwise, multicultural teacher education will remain at the word level.\u003c/p\u003e \u003cp\u003eIn corroborating this, on the one hand, as proponed by Rohmat et al. (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), multicultural education is easier in words than in practice. They continued that while multicultural education is a popular construct, it has its own peculiarities which may seem strange to those who are not familiar with its principles and components. On the other hand, as viewed by Coşgun and Savaş (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) and Starkey (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2010\u003c/span\u003e), teacher education should be delineated in line with multicultural education so that teachers are trained on an educational school whose main mission is equity education and social justice. When adapted to multicultural education, teacher education will be expected to be associated with astonishing achievements.\u003c/p\u003e"},{"header":"6. Conclusion","content":"\u003cp\u003eBased on the findings of the current study, it can be concluded that multicultural EFL teacher education should seek to eliminating race-related, gender-related inequalities, social class-related, language-related, ability-related and culture-related inequalities. This leads to a second conclusion according to which multicultural teacher education is not compatible with any form of discrimination due to differences or diversity in race, gender, social class, first language, abilities, and cultural background of learners. The third conclusion that can be made is that EFL teachers should be trained towards using multicultural education components in teacher training courses. As the fourth issue worth concluding, EFL teachers should be trained on such issues as the necessary communicative skills, positive thinking, difference acceptance, multicultural content, various evaluation methods, fair classroom building, considering all languages the same, self-reflection and critical thinking, tolerance and peace, social relations and democracy, for multiculturalism fundamentals to be injected into EFL teacher education.\u003c/p\u003e \u003cp\u003eThe findings have some implications for different groups of stakeholders including EFL teachers, teacher educators and teacher education material developers. EFL teachers can take advantage of the findings by applying the themes extracted in the present study. EFL teacher educators can apply the results in training student and at-service teachers in pre-service and in-service courses based on the multicultural teacher education components. EFL teacher education material developers can develop instructional materials for teacher education programs based on the findings of this study.\u003c/p\u003e \u003cp\u003eSince this study was limited in some aspects, future studies can add to the validity of our findings. Interviewing a larger sample can contribute to more enlightening results. In addition, triangulating the data through open-ended questionnaire or narratives can broaden the scope of the findings. Finally, addressing EFL students will unearth more hidden aspects of multiculturalism as connected to teacher education.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAuthors\u0026rsquo; contribution\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eMostafa Rahimi Rad drafted the manuscript.\u0026nbsp;Esmaeel Ali Salimi confirmed the manuscript. \u0026nbsp;Mostafa Rahimi Rad collected the data. \u0026nbsp;Mostafa Rahimi Rad and Esmaeel Ali Salimi \u0026nbsp;analyzed the data.\u0026nbsp;Mostafa Rahimi Rad and Esmaeel Ali Salimi \u0026nbsp;read the manuscript and agreed with the publication.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that the data would be available at the editors\u0026rsquo; request from the corresponding author.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe authors would like to thank all of the respondents attempting the questionnaire and attending the workshops.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflicts of Interest\u003c/strong\u003e:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe authors declare no conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding \u0026nbsp;\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFunding is not applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Approval\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that all authors filled in the consent form and willingly participated in the study. \u0026nbsp;The ethical committee of Allameh Tabataba\u0026rsquo;i confirmed that this study was conducted based on the guidelines and principles of this institute. the written informed consent from all participants was taken.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAmiri Shayesteh, L., \u0026amp; Baleghizadeh, S. 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Developing and validating a pluralistic curriculum (PC) model for English teaching in Iranian high schools. \u003cem\u003eJournal of Modern Research in English Language Studies, 6\u003c/em\u003e(1), 31-49. https://doi.org/10.30495/ttlt.2022.696899\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"asian-pacific-journal-of-second-and-foreign-language-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"jsfl","sideBox":"Learn more about [Asian-Pacific Journal of Second and Foreign Language Education](http://sfleducation.springeropen.com)","snPcode":"40862","submissionUrl":"https://submission.nature.com/new-submission/40862/3","title":"Asian-Pacific Journal of Second and Foreign Language Education","twitterHandle":"@SpringerOpen","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"BMC/SO AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Multicultural Education, Pluralism, Perception, Teacher Education","lastPublishedDoi":"10.21203/rs.3.rs-3333073/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-3333073/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eGiven that Iran is the host of a variety of cultures characterized with diverse languages, viewpoints, and customs, the empty place of multiculturalism in its ELT system is deeply felt. The present study sought to tackle multiculturalism in EFL teacher education in the context of Iran by exploring Iranian EFL experts’ and teachers’ perceptions. The participants of this study consisted of the two groups. The first group included 15 male and female multicultural education experts. The second group of the participants included of 60 (30 males and 30 females) Iranian EFL teachers. To collect the required data, a demographic information scale, two semi-structured interviews and an audio-reflective journal were used. Data analysis was done via qualitative thematic analysis by MAXQDA. As revealed by the results, several themes were extracted as the components of the multicultural EFL teacher education, as uncovered by the experts’ views some of which include Eliminating Race-Related Inequalities, Eliminating Gender-Related Inequalities, and Eliminating Social Class-Related Inequalities. Moreover, the Necessary Communicative Skills, Positive Thinking, Difference Acceptance, and Multicultural Content, Various Evaluation Methods were found as some of the extracted EFL teachers’ perceptions of multicultural EFL teacher education. The findings have some implications for different groups of stakeholders including EFL teachers, teacher educators and teacher education material developers who can take useful insights from the findings in teaching EFL, educating student-teachers and developing future curricula, respectively.\u003c/p\u003e","manuscriptTitle":"Nurturing Multiculturalism in Iranian EFL Teacher Education: An In-Depth Scrutiny of Experts’ and Teachers’ Perceptions","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2023-09-12 08:06:40","doi":"10.21203/rs.3.rs-3333073/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Major revision","date":"2023-09-29T06:35:55+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2023-09-14T14:16:26+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"bda83155-b4a3-42ea-9046-ffa8c33957ca","date":"2023-09-08T09:35:57+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2023-09-08T09:26:16+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2023-09-08T08:46:45+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2023-09-07T23:21:50+00:00","index":"","fulltext":""},{"type":"submitted","content":"Asian-Pacific Journal of Second and Foreign Language Education","date":"2023-09-07T04:30:13+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"asian-pacific-journal-of-second-and-foreign-language-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"jsfl","sideBox":"Learn more about [Asian-Pacific Journal of Second and Foreign Language Education](http://sfleducation.springeropen.com)","snPcode":"40862","submissionUrl":"https://submission.nature.com/new-submission/40862/3","title":"Asian-Pacific Journal of Second and Foreign Language Education","twitterHandle":"@SpringerOpen","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"BMC/SO AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"530c61e0-3c7b-461e-aafd-693379dc6cf5","owner":[],"postedDate":"September 12th, 2023","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2023-11-07T02:29:14+00:00","versionOfRecord":[],"versionCreatedAt":"2023-09-12 08:06:40","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-3333073","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-3333073","identity":"rs-3333073","version":["v1"]},"buildId":"_2-kVJe1T_tPrBINL-cwx","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}