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Different factors affect reading acquisition in EFL; mainly teachers' perspectives and practices, since teacher are the most significant and valuable resource in the school system. This article depicts the procedures used by teachers while promoting reading acquisition among emergent readers learning EFL in small groups within a multi-cultural learning environment and relates to teachers' perspectives concerning the effect of various factors, specifically cultural, on EFL reading instruction. The article presents partial findings of a mixed methods research in a doctoral thesis that addressed teachers' perceptions and practices regarding reading acquisition among emergent readers learning EFL in small groups within a multi-cultural environment. The study was conducted in Jewish and Arab schools in Israel. The research revealed that different procedures are used by teachers while promoting reading acquisition among emergent readers learning EFL in small groups in a multi-cultural learning environment these are mainly related to teachers' attention to different cultural aspects of language and are related to the emotional aspect. In terms of teachers' perspectives concerning the effect of specifically cultural factors on EFL reading instruction, the study showed that EFL reading instruction is influenced mainly by teachers' knowledge of their learners' background and their knowledge of pupils' L1.
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