https://ejournal.insuriponorogo.ac.id/index.php/Aphorisme <div style="margin-top: 0; font-size: 25px; color: #fbd806;"><strong>APHORISME</strong></div> <p style="text-align: justify;">Aphorisme is a journal of Arabic Language, Literature, and Education&nbsp;<a href="https://portal.issn.org/resource/ISSN/2722-6786">(P-ISSN&nbsp;2722-6786</a> and&nbsp;<a href="https://portal.issn.org/resource/ISSN/2722-6794">E-ISSN&nbsp;2722-6794)</a>. Its journal exists to accommodate contemporary issues related to Arabic Linguistics, Arabic Literature, and Arabic Learning written by lecturers, researchers, students, artists, writers, and practitioners in the fields of Arabic Language and Literature. The language focus published in this journal is Arabic, English, or Indonesian.&nbsp;This journal is published by the Study Program of Arabic Language Teaching&nbsp;Faculty of Tarbiyah&nbsp;INSURI twice a year. This journal has been nationally accredited by the Akreditasi Jurnal Nasional (ARJUNA) system managed by the Ministry of Higher Education, Science, and Technology the Republic of Indonesia, ranked as Sinta 3.</p> Study Program of Arabic Language Teaching en-US Aphorisme: Journal of Arabic Language, Literature, and Education 2722-6786 <p style="text-align: justify;"><strong>Authors who publish with this journal agree to the following terms:</strong></p> <p style="text-align: justify;">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under <a href="https://creativecommons.org/licenses/by-nc/4.0/" target="_blank" rel="noopener">a Creative Commons Attribution-NonCommercial 4.0 International License</a>&nbsp;that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</p> <p style="text-align: justify;">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</p> <p style="text-align: justify;">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.</p> https://ejournal.insuriponorogo.ac.id/index.php/Aphorisme/article/view/7811 <p>This study explores the role of multicultural communication strategies in language teaching, emphasizing the importance of culturally responsive pedagogy in addressing the diverse backgrounds of learners. Drawing on a qualitative library research method, this work synthesizes existing literature to construct a conceptual framework that highlights the integration of cultural identity, responsive interaction, and inclusive content in language education. This study uses a qualitative library research method to examine multicultural communication strategies in language teaching. Data were gathered from credible academic sources through systematic literature searches using relevant keywords. The analysis applied qualitative content analysis to identify themes related to cultural identity integration, responsive teacher-learner interactions, and inclusive curricula, resulting in a conceptual framework for fostering culturally responsive pedagogy in diverse classrooms. Findings indicate that effective communication in multicultural classrooms extends beyond linguistic instruction to include intercultural competence and sensitivity to students’ cultural norms, values, and communicative styles. The study identifies both the benefits and challenges of implementing such strategies, noting that while they enhance student engagement and learning outcomes, their application is often hindered by a lack of institutional support, teacher training, and adaptable curricula—particularly in contexts like Indonesia. This research advocates for comprehensive teacher development, curriculum reform, and reflective practices that empower educators to bridge linguistic and cultural divides. Ultimately, the study underscores the need for pedagogical models that foster inclusive, equitable, and culturally affirming learning environments in 21st-century language classrooms.</p> Arif Ma'mun Rifa'i Sadiran Sadiran Luluk Muasomah Copyright (c) 2025 Arif Ma'mun Rifa'i, Sadiran Sadiran, Luluk Muasomah http://creativecommons.org/licenses/by-nc/4.0 2025-08-29 2025-08-29 6 2 1 18 10.37680/aphorisme.v6i2.7811