محمدعلی آیت اللهی

Seeking to promote multicultural and multi-linguistic interaction and peaceful co-existence, pluralistic education is a democratic construct that encompasses diversity in language, culture, mindset, understanding, socio-cultural orientation, and communicative styles. Moreover, teacher effectiveness is a crucial factor in English as a Foreign Language (EFL) teaching/learning. Combining the two concerns, this study aimed at exploring EFL teachers’ perceptions of pluralistic teacher effectiveness. It benefited from a basic interpretive design. A group of 30 Iranian male and female EFL instructors participated in the present study, selected through convenient sampling from State and Azad universities in Iran. A one-on-one semi-structured interview was used to collect data. The data were analyzed using thematic analysis. Data analysis revealed the following perceptions of pluralistic teacher effectiveness among EFL teachers : Building Verbal Relations with all Students, Identifying Learning Styles of all Students, Mastery over Content in Different Fields, Teaching through Different Teaching Methods or Strategies, Showing Care and Support to all Students, Teaching Reflectively, Being Accountable, Generating a Friendly Class Environment, Using Technology, Having Motivational Skills, Using Diverse Assessment Methods, and Enacting Classroom Fairness. The findings have some implications for EFL teachers, teacher educators, and teacher education curriculum planners.

The present study sought to explore the relationship between Iranian EFL teachers' brain dominance, teaching experience and their teaching style. The study population consisted of all EFL teachers of high schools in Shiraz holding a B.A degree, with the sample consisting of 100 participants recruited through convenience sampling. The study employed a descriptive correlational design. To collect data, a 40 Item-Teaching Style Survey, a 15 Item- Brain Dominance Questionnaire, and a 14 Item-Teaching Experience Scale were used. The data was presented in mean, standard deviation, graphs, and tables. Pearson correlation coefficient and multiple regression were used to test the research hypotheses. The results showed that there was a significant relationship between EFL teachers’ brain dominance, teaching experience and their teaching style. It was also found that EFL teachers’ brain dominance was a grater predictor of their teaching style than their teaching experience was. The results have several practical implications. The recommendations made include whole brain teaching and addressing the cognitive needs of EFL teachers.