Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

John W. Flohr

Abstract

Recent studies have suggested that intercultural sensitivity can improve intercultural relationships and that training increases English as a second language (ESL) teachers’ intercultural sensitivity. However, research investigating teachers’ perceptions of their training in intercultural sensitivity is limited. The purpose of this basic qualitative study was to explore ESL teachers’ perceptions of their experiences with training and professional development (PD) toward becoming more interculturally sensitive in K-12 U.S. classrooms. The conceptual framework was Chen and Starosta’s concept of intercultural sensitivity, as a concept from their theory of intercultural communication competence. The research questions addressed the teachers’ perceptions of their experiences with training and PD and what additional training and PD they would like to have in the future. The participants were 12 practicing ESL teachers with at least 2 years of classroom experience. Each participant was interviewed once using a semistructured, in-depth interview. The data were analyzed through open coding to allow themes to emerge, which led to three main findings: immersive training or experiences increased intercultural sensitivity, interactive training or experiences increased intercultural sensitivity, and available training or experiences are insufficient to increase intercultural sensitivity. Teachers also perceived additional immersive or interactive training would improve their intercultural sensitivity. Positive social change may occur as teacher educators improve opportunities for teachers to grow in intercultural sensitivity, encouraging stronger interpersonal relationships between teachers and students.

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