Perceptions of Cultural Diversity among Pre-service Teachers

The present article examines how a group of Norwegian pre-service teachers English and other foreign languages perceived the term “cultural diversity” when student-centred learning activities were used. A qualitative inquiry, comprising data retrieved from three activities: student narratives, role-playing, focus discussion are thematically analysed. Theoretical concepts translation theory applied to discuss students’ perceptions cultural diversity. in led individual collaborative reflection which controversial connotations ethical dilemmas debated. In conventional appraised; however, differing aspects emphasized. When role-playing was used, interpretations more emotive. students tended cast role teacher majority position, thereby impeding possibility view wider perspective. discussion, multifarious comprehensions regarding diversity