The Culturally Responsive Classroom Management Strategies (CRCM) in EFL ConteXt: A Case Study of Iranian advanced EFL Learners

Lack of multicultural competence can exacerbate the problems that teachers, have with classroom management. Therefore, conflicts are likely to occur when teachers and students come from different cultural backgrounds. Several theories have investigated CRCM. However, no single theory seems to adequately explain CRCM in EFL education. This study aims to identify the CRCM in EFL Context. Data were collected through observation, recording and interview. In the observation part, the researcher through conversation Analysis, took note of the kinds of activities the teachers used for different parts of their teaching. Then an interview was conducted to collect data from Thirty EFL teachers, and according to Grounded Theory the interviews were then transcribed and put in depth analysis through coding and memo writing. The results revealed that EFL teachers with BA degree used Establishing rules and Expectations, Making friends with students, Being flexible. EFL teachers and lecturers with MA degrees used - choosing syllabus and course materials based on students' cultures, remain nonjudgmental, management strategies, knowing students' cultural backgrounds, and EFL teachers and lecturers and faculty members with PhD degree used respecting students, accepting criticism from students, thinking and changing prejudices and biases, management strategies, knowing students' cultural background, teacher care.

The Culturally Responsive Classroom Management Strategies (CRCM) in EFL ConteXt: A Case Study of Iranian advanced EFL Learners Keywords:

Culture , Culturally Responsive Classroom Management , EFL Teachers , Multicultural Competence , Grounded Theory.