Abstract
ABSTRACT This study explored faculty experiences with teaching in contexts that are becoming more linguistically and culturally diverse (LCD). The findings revealed that the majority of the participants did not receive training to teach LCD populations. Challenges faced by faculty were attributed to gaps in students’ linguistic and cultural competencies and a lack of students’ academic preparedness. Faculty also expressed concerns regarding class sizes and lack of support by the host institution for LCD students and faculty. Implications at the institutional level that involve administrators, faculty, academic developers, and student support staff are drawn from the findings.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
