Integrating Multicultural Literature in EFL Teacher Training Curriculum

Rass, Ruwaida Abu

doi:10.4236/ojml.2020.105035

Cited by 5 publications

(4 citation statements)

References 12 publications

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“…Literary works are legitimate language training material (Rass, 2020). Thus, teachers need to consider the available time for students to work on the text and the student's motivation and language level when facilitating language teaching.…”

Section: Literary Workmentioning

confidence: 99%

Incorporating Multicultural Education Using Multiliteracies Practices in the Extensive Reading Class

Mandarani,

Retnaningdyah,

Mustofa

2024

INT J EDUC METHODOL

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<p style="text-align:justify">Multicultural education is expected to improve the frameworks of educational institutions so that students from various ethnic, racial, cultural, and linguistic groups have equal academic accomplishment possibilities. It is essential for English as a foreign language (EFL) learners and teachers in Indonesia since English has its own culture. This research aims to comprehend the practices of multiliteracies in incorporating multicultural education in extensive reading classes. This investigation used a qualitative case study using observation and in-depth interviews to collect data from the lecturer. The results showed that the lecturer incorporated all aspects of multicultural education in multiliteracies practices using a novel. While generating cultural value from students’ life experiences, the researchers discovered content integration, knowledge scaffolding, equity pedagogy, bias degradation, and empowerment of school culture. Multiliteracies practices can serve as an innovative teaching technique to promote multicultural education. Additionally, EFL lecturers need multicultural learning materials to support this and to encourage students to think critically.</p>

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Section: Literary Workmentioning

confidence: 99%

Incorporating Multicultural Education Using Multiliteracies Practices in the Extensive Reading Class

Mandarani,

Retnaningdyah,

Mustofa

2024

INT J EDUC METHODOL

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“…Trabajar la concienciación social es fundamental en la educación actual, donde se halla una gran diversidad dentro y fuera de las aulas; entonces, se ha de promover la equidad, tolerancia, ayuda e interacción entre todos los alumnos (Sanz-Peinado y Quesada-Zaragoza, 2021;Felder, 2019). El profesor de ILE se convierte así en un agente de la necesaria reforma social (Mandarani y Munir, 2021;Rass, 2020). Más aún, como señalaron Alkhodimi y Al-Ahdal (2019), enseñar a través de la literatura con metodologías activas es un gran reto, pero resulta alcanzable y se adapta a las necesidades actuales; así se deja atrás el enfoque de la gramática-traducción.…”

Section: Conclusionesunclassified

La literatura como instrumento de aprendizaje del inglés como lengua extranjera

Chaves-Yuste

2023

Enunciación

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En el proceso de la enseñanza del inglés como lengua extranjera (ILE), debe exponerse al alumnado a un uso real del idioma. Para ello, los materiales auténticos, como novelas no abreviadas ni niveladas y el modelo de aprendizaje cooperativo (cooperative integrated reading and composition [CIRC]), ofrecen una oportunidad única para aprender el idioma de una forma contextualizada, al tiempo que mejora en el alumnado su competencia cultural. Para mostrar cómo la obra literaria puede utilizarse de forma eficiente en la clase de ILE, se lleva a cabo una intervención empírica exploratoria en la que se analizan datos cuantitativos. Se aporta un estudio estadístico con datos objetivos sobre la idoneidad de la propuesta metodológica sobre la que versa este estudio.

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“…University teacher trainers also need to be globally competent, in order to nurture globally competent teacher trainees (Longview Foundation, 2008), which may manifest in their choice of topics and the example they set for their students. Unfortunately, there are not many studies from EFL teacher training contexts, and the existing ones mostly focus on EFL teacher trainee's attitudes towards global topics in their courses (Angelini, García-Carbonell, & Watts, 2014;Gürsoy & Saglam, 2011;Rass, 2020;Rodríguez, 2015). From the teacher trainers' perspective, the existing literature on the incorporation of the global perspective in teacher training institutions mostly concentrates on good practices (Cossu & Brun, 2020;Holló, 2015) or on university tutors' understanding of global education (Divéki, 2020;Lourenço, 2018).…”

Section: The Rationale For the Studymentioning

confidence: 99%

Global competence development in EFL teacher training – An interview study on the global content in EFL teacher trainers' courses in Hungary

Divéki

2022

JALKI

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In today's world, education needs to empower students to become active global citizens who are prepared for 21st century challenges and who can solve local and global problems, thus, who are globally competent. To affect lasting change in our education systems, it seems urgent to incorporate the global perspective as early as in initial teacher training, and nurture globally competent teacher trainees. As essentially teachers decide on what and how they teach, it is worth examining how they develop the knowledge dimension of global competence, i.e., what content they teach for global competence development (GCD). The main aim of this study, involving five university tutors involved in EFL teacher training in Hungary, is to inquire into what topics they deal with for GCD, what attitudes they have towards dealing with these topics, and how they decide on the content in their first-year language development courses. Findings suggest that they deal with a variety of global and intercultural issues in their lessons; however, they tend to avoid certain local ones. Overall, they have a reasonably positive attitude towards these issues. Finally, the participants predominantly consider the connection to the syllabus, students' language level, and personal and student interest important when deciding on what topics to deal with in class.

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Integrating Multicultural Literature in EFL Teacher Training Curriculum

Cited by 5 publications

References 12 publications

Incorporating Multicultural Education Using Multiliteracies Practices in the Extensive Reading Class

Incorporating Multicultural Education Using Multiliteracies Practices in the Extensive Reading Class

La literatura como instrumento de aprendizaje del inglés como lengua extranjera

Global competence development in EFL teacher training – An interview study on the global content in EFL teacher trainers' courses in Hungary

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