Investigating Teachers’ Perspective on the Role of Reading Comprehension in Enhancing Sudanese Cultural Diversity

Abstract

This research investigates teachers’ perspective on the role of the reading comprehension passages in enhancing the Sudanese students’ cultural diversity and reinforcing Sudan’s national unity in diversity. Sudanese university students of English are of various diversified cultural backgrounds. English reading comprehension curriculum has to be based on the accumulated aspects of Sudanese cultures to assist the enhancement of the students’ cultural diversity. The study adopts the descriptive analytical method by employing a questionnaire administered to 40 Sudanese university teaching staff of English by using the Statistical Package for Social Sciences (SPSS). Results demonstrate a significant positive relationship between the reinforcement of Sudanese cultural diversity and the reading comprehension passages as well as adopting diverse elements of Sudanese cultures as that of ethnicities, gender, Nomads and Bedouins, indigenous languages, types of food and clothing and integrating them into the English reading comprehension syllabus in order to enhance cultural diversity among undergraduates.. The research comes up with a number of recommendations as that the various aspects of the Sudanese diversified cultures have to be integrated within the reading comprehension passages in order to enhance Sudanese cultural diversity. Suggestions for further studies to be carried out on other language skills as that of listening, speaking and writing skills.