Linguistic and Cultural diversity is one of the challenging factors affecting the process of language teaching and learning. Many studies have been done to investigate this issue. The importance of this matter convinced us to do the study. This study examined the role of cultural and linguistic diversity in EFL classrooms in Iraq. To put the study into practice, both quantitative and qualitative research designs in the form of a questionnaire and an interview were used. An adapted questionnaire from Gay, G. (2018) was used for collecting data. To investigate participants’ views, 112 participants, 56 males and 56 females, were selected. Participants' age range was 25 to 56 years. They were all Iraqi EFL teachers. The data were analyzed using SPSS software. The study aimed to investigate how culturally responsive teaching influenced students’ learning experiences and how teachers addressed cultural diversity in their classes. The numerical and statistical analysis of Tables 4.1 and 4.2 showed a clear positive pattern in the participants’ responses. The percentages of agree and strongly agree were higher than the percentages of disagree and Strongly Disagree in most items, which meant that the participants viewed cultural diversity as helpful in English learning and classroom interaction. They achieved these positive results because the teacher encouraged them to share their own cultural examples, used cultural stories and real-life situations, respected different languages, and allowed mixed-group work. They also improved because they compared English with their mother tongue when needed, used their first language for support, and discussed cultural meanings in reading, speaking, and grammar tasks. These practices helped them understand lessons better, remember new words, speak with more confidence, and take part more actively in class. Overall, the tables indicated that cultural diversity supported better learning outcomes and created a more positive English classroom environment.
