Integrating Multicultural Education Into English Language Teaching

Multicultural Curriculum ◽

Integration Model ◽

Language Curriculum ◽

Four Levels

Multicultural education is an educational approach that focuses on accepting diversity in society, offers equal opportunities for students, and requires a transformation in the process of teaching. Foreign language teaching seems to be an appropriate field to utilize multiculturalism in the curriculum due to its relationship with culture and the flexibility of the content. Despite the existence of different approaches for the integration of multicultural content into the curriculum, there is little research explaining how to realize it in practice, especially in the field of foreign language teaching. Dealing with this problem, this chapter introduces the five dimensions of multicultural education and four levels of the content integration model, both designed by James A. Banks, to show how the English language curriculum could be restructured through the infusion of multicultural themes. This chapter appeals to the English teachers desiring to practice multicultural education in their teaching, and curriculum experts and decision-makers aiming to prepare a multicultural curriculum.

Foreign Language Teaching in Brazil: Interfaces of the content and language approach in remote teaching

Panorama brasileiro de tungstênio (w) entre os anos de 2008 e 2014 ◽

10.32749/nucleodoconhecimento.com.br/education/interfaces-of-the-content ◽

2021 ◽

pp. 98-112

Author(s):

Ana Lúcia Farias da Silva ◽

Teresa Cristina Giarolla Ramos ◽

Rachel Fontes Sodré

Keyword(s):

Foreign Language ◽

English Language ◽

Language Teaching ◽

Age Group ◽

Digital Format ◽

Technological Tools ◽

Teaching Learning ◽

Pedagogical Approaches

This article aims to describe the development of the teaching–learning process of Foreign Language, with the use of the CLIL (Integrated Content and Language Teaching) approach in the teaching of English, within the framework of a Bilingual Program, within an emergency context of Remote Teaching. We also seek to reflect on the adequacy of technological tools in the process of teaching Foreign Language – specifically the English Language – for a certain age group, as well as to evaluate the elaboration and adaptation of materials, activities and pedagogical approaches to the reality of Remote Teaching during the period of isolation. For this reflection, our analysis aims to point out possibilities and limitations, both of the CLIL (Integrated Teaching of Content and Language) approach, as well as of the modality of distance learning for the age group observed. Thus, in addition to presenting what was accomplished during the research, we intend to reflect on possible paths and contribute with good practices that make the English Language Teaching process more meaningful and proficient, within the Modality Of Distance Education (EaD).We defend in this research the search for strategies in a digital format, for a Foreign Language Teaching, which develops in a more natural and motivating way, as well as the need for public policies aimed at a post-pandemic education of COVID-19, in the sense of ludicity and inclusion, aiming at the development of skills and skills of the student, from elementary school, transforming information into knowledge.

Using Rhythm in the Process of English Language Teaching

Profession-oriented School ◽

10.12737/2011 ◽

2013 ◽

Vol 1 (6) ◽

pp. 54-57

Author(s):

Саакян ◽

Sona Saakyan

Keyword(s):

Foreign Language ◽

English Language ◽

Language Teaching ◽

English Language Teaching

The problem of enhancing quality of English language teaching by means of musical component is discussed.The author presents some examples of how musical components can influence the process of foreign language teaching.

Student Teachers' Evaluation of the Motivational Strategies Used in Foreign Language Teaching

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2010.38.9.1269 ◽

2010 ◽

Vol 38 (9) ◽

pp. 1269-1286

Author(s):

Sabahattin Deniz

Keyword(s):

Foreign Language ◽

Student Teachers ◽

Cultural Values ◽

English Language ◽

Language Teaching ◽

Target Language ◽

Motivational Strategies

How much importance is attached to motivational strategies in foreign language teaching by student teachers and the extent to which instructors use them in their courses was investigated. The study was performed with 179 student teachers attending the English Language Teaching Department of Mugla University, Turkey. The findings revealed that these student teachers thought motivational strategies were very important for learning a foreign language, and that their instructors use some of these strategies but did not use other strategies considered to be important by the student teachers. Interviews showed that students thought studying the cultural values of the target language facilitates fluent use of that language and assists retention.

Integrated Components of Intercultural Competence in English Language Teaching at College: Case Study

IJET (Indonesian Journal of English Teaching) ◽

10.15642/ijet2.2019.8.1.72-80 ◽

2019 ◽

Vol 8 (1) ◽

pp. 72-80

Author(s):

Muh Hesan ◽

Slamet Setiawan ◽

Ahmad Munir

Keyword(s):

Foreign Language ◽

Intercultural Competence ◽

English Language ◽

Language Teaching ◽

English Teachers ◽

College Level ◽

Intercultural Integration

In this global world, foreign language teaching has been demanded to be intercultural teaching which means that cultural teaching should be integrated in language teaching as well as language competence, in English language teaching for instance. On the ground that the importance of foreign language teaching and learning is largely for purpose of international communication, and intercultural knowledge has crucial role in successful communication. Therefore, this paper reports on a qualitative case study which investigates two English teachers’ practice of integrating intercultural competence in English language teaching at college level. Specifically, this paper provides analysis of intercultural components embedded in teachers’ practice of intercultural integration in teaching English. The data were collected through observation, and unstructured observational notes were employed. The observational data were analysed following sub-processes, are familiarizing, reducing, identifying and classifying, interpreting, and presenting. The result indicates that both English teachers’ understand the objective of English language teaching that teaching language is also teaching the culture as it is showed in their teaching process an intercultural integration, which includes some intercultural components such as attitudes, knowledge, and skills.

Foreign Language Teaching and Development of Language skills :A Pakistani Perspective

Journal of Arts & Social Sciences ◽

10.46662/jass-vol8-iss1-2021(83-92) ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Dr. Syeda Naureen Mumtaz ◽

◽

Dr.Uzma Quraishi ◽

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Language Skills ◽

National Curriculum ◽

Structured Interviews ◽

English As Foreign Language

The study was attempted to explore as to what extent English language teaching in Pakistan has been able to develop language skills among the target learners. The researcher intended to evaluate the limit to which the textbook helps in generating competence of all four integrated skills, especially as laid down in the standards of the National Curriculum (2006). The purpose of this study was to create pragmatic awareness among learners, teachers and educational professionals, working in the field of English as Foreign Language. By method , it was a qualitative study, semi-structured interviews and focus group discussions were the tools used to elicit the data. The participants of this research were selected from public sector schools and organizations including, teachers, policymakers, curriculum developers, subject specialists, and students to examine the effectiveness of grade VIII’s English language textbook on students’ performance . For data analysis themes were developed, coded and summarized in a descriptive mode. The findings of this study reflected that the relevant textbook does not cater to the target learners’ future academic and professional language needs. As a solution to the problems while teaching and learning English as foreign language in Pakistan; this study also offered a model to be followed by the policy makers and practitioners in order to make the existing English language textbook more effectives in terms of foreign language teaching and learning and language skill development.

L. G. Alexander: a statue in Beijing

English Today ◽

10.1017/s0266078404002044 ◽

2004 ◽

Vol 20 (2) ◽

pp. 20-25 ◽

Cited By ~ 1

Keyword(s):

Foreign Language ◽

English Language ◽

Language Teaching ◽

Publishing House ◽

Teaching Materials ◽

Teaching And Research ◽

Bronze Statue

IN BEIJING, on 4 November 2003, L. G. Alexander – for many years the world's foremost author of English language teaching materials – was formally commemorated. A bronze statue was raised in his honour in the grounds of the Foreign Language Teaching and Research Press (FLTRP), the publishing house of the Beijing Foreign Studies University and one of China's largest schoolbook publishers. The statue was jointly sponsored by FLTRP and Pearson Education Asia.

English Language Teaching in Colombia: A Necessary Paradigm Shift

Matices en Lenguas Extranjeras ◽

10.15446/male.n12.73267 ◽

2018 ◽

Author(s):

Damien Le Gal

Keyword(s):

Foreign Language ◽

Paradigm Shift ◽

English Language ◽

Language Teaching ◽

Second Step ◽

Current State ◽

Training Methodologies ◽

Materials Used

In a first step, this article presents a reflection on the current state of the teaching of English as a Foreign Language (EFL) in Colombia. Analysing teachers’ certification and teacher training, methodologies, language policies, and materials used, the textdiscusses how these processes essentially relies on technology importation. In a second step, the article introduces the sociocritical approach (SA), a recent development in Foreign Language Teaching which would contribute to the aforementioned issue since SA implies a shift in current policies from a private to a public orientation, from a top-down to a bottom-up approach in order to implement a context-based and adapted English Language Teaching (ELT) in Colombia.

The Communicative Orientation of English Language Teaching Classrooms in Moroccan Secondary Schools

10.5539/elt.v12n11p97 ◽

2019 ◽

Vol 12 (11) ◽

pp. 97

Author(s):

Abderrahim El Karfa

Keyword(s):

Secondary Schools ◽

Foreign Language ◽

Classroom Environment ◽

English Language ◽

Language Teaching ◽

Communicative Language Teaching ◽

Theory And Practice ◽

Communicative Approach

The present paper addresses the issue of theory and practice in the implementation of the communicative approach in the context of English as a foreign language teaching in Morocco. It set to evaluate the communicative orientation of English language teaching classrooms in Moroccan secondary schools. This evaluation incorporates the investigation of the constraints imposed on teaching English for communicative purposes in this context. The results reveal the dominance of non-communicatively oriented practices and classrooms over their communicatively oriented counterparts. However, the dominance of communicative features in forty-one of the classes observed (34.16%) is relatively high given the current state of communicative language teaching in Morocco and the constraints that were found to impede its implementation in this context. These constraints are related essentially to the foreign language context, the formal nature of the classroom environment, the traditional nature of students’ personality traits and their conceptions of classroom participation and role-relationships, the nature of assessment procedures, lack of adequate and varied teaching materials and equipment, and the large size of classes. These findings suggest that English language teaching in Moroccan secondary schools has undergone important changes from the dominance of traditional and teacher-centred classrooms towards more communicative language teaching. They would also imply that the implementation of the communicative approach in foreign language contexts is not impossible, but rather feasible. To this end, this article presents some suggestions to enhance communicatively oriented attitudes and practices in English as a foreign language teaching classrooms in Morocco.

Code-Mixing and Code Switching: A Special Issue in ELT

Researcher A Research Journal of Culture and Society ◽

10.3126/researcher.v4i2.34622 ◽

2020 ◽

Vol 4 (2) ◽

pp. 23-31

Author(s):

Mohan Kumar Tumbahang

Keyword(s):

Foreign Language ◽

English Language ◽

Language Teaching ◽

Numerical Data ◽

Code Switching ◽

Special Issue ◽

Code Mixing ◽

Teaching Learning

The aim of this article is to offer a brief discussion on the issue of code-mixing and code-switching which has played crucial but controversial role in the foreign language teaching-learning activities more specifically in the English Language Teaching (ELT). The methodology used in this article is essentially the descriptive one which deals with the non-numerical data to explain and analyze the proposed issue. The basic theory has been drawn from the sociolinguistics that generally discusses on the bilingualism as well as multilingualism where the notion of code-mixing and code-switching have become universal phenomenon. This paper can be helpful for the students, teachers, textbook writers and the beginners of the ELT practitioners.

Language: a ‘mirror’ of the culture and its application English language teaching

Linguistics and Culture Review ◽

10.21744/lingcure.v5n1.835 ◽

2021 ◽

Vol 5 (1) ◽

pp. 93-103

Author(s):

Hartono Hartono ◽

Suparto Suparto ◽

Ahdi Hassan

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Cross Cultural ◽

Cross Culture ◽

Cross Cultural Communication

This article is intended to highlight the linguistic principle proposed by anthropological linguists, “Language is a mirror of the culture.” The purpose of study attempts to explore foreign language teaching and learning from the perspective of language shapes thought and to improve language learning through a cross a cross-cultural communication. The first part of this article, the linguistic principle, is reflected in the Sapir–Whorf hypothesis or the Whorfian hypothesis briefly highlighted. Second part focuses on the practical use of the Whorfian hypothesis for teaching English as a foreign language (TEFL), especially cross culture understanding (CCU) and the English teaching for specific purposes (ESP).