The overall goal of this study was to explore the influence of situated learning experiences on pre-service teachers' perceptions and understandings of their future Arab students. This study investigated in part the interaction between culturally diverse families and pre-service teachers. It also explored changes in pre-service teachers’ attitudes and knowledge, their perceived applications of the situated experience to their future teaching, and the families’ reactions to this experience. Twelve Arab families volunteered to host 25 pre-service teachers as participants of this study. Results showed that the situated learning experience helped the pre-service teachers develop their cultural knowledge as well as learn about Arab families, Arab culture, and their future classrooms. The study concluded that the experience helped the pre-service teachers gain new knowledge, positive attitudes, and some ideas for their future diverse classrooms. It offered a great opportunity for families to explore how important it is to meet with teachers and it also empowered pre-service teachers with some powerful authentic experiences including meeting the family, sharing their knowledge, exploring their understandings, and discussing and comparing their knowledge with each other.


English Language Learners, Arabic-Speaking Families, Diversity, Preservice Teachers’ Cultural and Linguistic Awareness, Culturally Diverse Families

Author Bio(s)

Omran Akasha received his Ph.D. Degree from Washington State University. He obtained his first degree in English Teaching from the University of Sebha, Libya. He joined the University of Sebha as a professor of ESL from 2005 to 2008. Dr. Akasha currently works with English language learners and he also teaches a curriculum and assessment course at the College of Education, WSU. His research interests include English language learners, diversity, and linguistic & cultural challenges in the classroom. Dr. Akasha can be contacted at Omran.akasha@hotmail.com.


I would like to express my deepest gratitude to my advisor, Professor. Joy Egbert, for her unlimited support, guidance, caring, and patience throughout my research process. With her encouragement and valuable comments, I was able to overcome the challenges and the difficulties with comfort and less stress. I would also like to thank Dr. Tom, Dr. David, and Dr. Gisela for their encouraging comments. My thanks are also due to the preservice teachers and Arab families who kindly participated in my study.

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Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.





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