Mohamed Achamrah

Moulay Ismail University, Flhs, Meknes, Morocco

DOI : https://doi.org/10.47191/ijsshr/v5-i4-31

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ABSTRACT

This qualitative study occurs in linguistically and culturally varied Moroccan higher educational contexts. It includes interviewing (10) University instructors from different universities in Morocco. The aim is to get their views and perceptions about the importance of implementing culturally responsive teaching pedagogy in their teaching methods and approaches to enhance learning opportunities for students from linguistically and culturally diverse backgrounds. The notable objective of this study is to inaugurate an appropriate teaching pedagogy to teach students from varied backgrounds and to effectively satisfy the learning and teaching processes of these culturally and linguistically diverse students. The data collected from all the participants were studied and organized according to similarities and differences. The analysis of all instructors’ answers revealed their agreement that culturally responsive teaching methods and approaches are paramount to engaging culturally and linguistically diverse students in the classroom for more academic achievements.

KEYWORDS:

University Instructors; Culturally Responsive Pedagogy; University Context; Moroccan Higher Education; Diverse Students

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VOlUME 05 ISSUE 04 APRIL 2022