ABSTRACT
Students’ cultural diversity and background commonly contribute as one of the issues in the teaching and learning process in the EFL context. Teaching language and teaching culture are two important things that cannot be separated in teaching EFL. Thus, teachers have a crucial role in promoting multicultural attitude in the literacy classroom practices. This study investigated EFL teachers’ multicultural attitudes in their classroom practices; teachers’ literacy classroom is one of the effective ways. There were five EFL teachers participated in the study. Teacher Multicultural Attitude Survey (TMAS) by Ponterotto (1998) was adapted in the study as an interview protocol to collect the data. The data were obtained from a structured interview and analyzed qualitatively using thematic analysis. In analyzing the data, teachers’ multicultural attitude in the literacy classroom practices then was divided into three sub-themes, which are: (1) perception, (2) challenges, and (3) coping strategies. The findings discover the EFL teachers are aware of the multicultural reality of society showing a good multicultural attitude in literacy classroom practices
