Multiculturalism and globalization

Kortenaar, Neil ten

doi:10.1017/chol9780521868761.030

Cited by 4 publications

(3 citation statements)

References 127 publications

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“…In terms of types, there are two types of immigration: forced immigration and voluntarily. The former refers to slavery and the latter includes several reasons such as escaping poverty, looking for better economic opportunities or escaping religious and political persecution (Kortenaar, 2009). For example, in the 20th century, immigrants were mainly European (Honigefled, Giouroukakis, & Garfinkel, 2011) who fled first religious and political persecution or poverty after the Second World War (Kortenaar, 2009).…”

Section: Integrating Literature Of Indigenous and Immigrant Writers Imentioning

confidence: 99%

“…The former refers to slavery and the latter includes several reasons such as escaping poverty, looking for better economic opportunities or escaping religious and political persecution (Kortenaar, 2009). For example, in the 20th century, immigrants were mainly European (Honigefled, Giouroukakis, & Garfinkel, 2011) who fled first religious and political persecution or poverty after the Second World War (Kortenaar, 2009). In the 21st century, Asians and Latinos, who have immigrated voluntarily, seeking economic opportunities or being pushed by political expulsion, are considered as people of color and have experienced prejudice and discrimination in the United States (Sears, Fu, Henry, & Bui, 2003).…”

Section: Integrating Literature Of Indigenous and Immigrant Writers Imentioning

confidence: 99%

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Integrating Multicultural Literature in EFL Teacher Training Curriculum

Rass¹

2020

OJML

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The paper addresses the need and importance of including literature of indigenous people and immigrants and their descendants in teaching English as a Foreign Language (EFL) worldwide, mainly in teacher training colleges. The aim is to qualify competent English teachers linguistically, cross-culturally, and morally who will be aware of social injustices, which would extend their roles as language teachers to become agents for change.

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Section: Integrating Literature Of Indigenous and Immigrant Writers Imentioning

confidence: 99%

Section: Integrating Literature Of Indigenous and Immigrant Writers Imentioning

confidence: 99%

Integrating Multicultural Literature in EFL Teacher Training Curriculum

Rass¹

2020

OJML

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“…Rowe's solution is to recommend foreign language expertise and knowledge of local histories beyond the United States. 3 Even though generalizations on this issue may seem reckless, one cannot simply overlook the glaring absence of any references to the canon of transnational American Studies (Rowe 2000a, Kaplan 2002, Dimock 2006, Giles 2002 in even the most recent discussions of Canadian literature and globalization (Kortenaar 2009, Dobson 2009, Ty 2010, Wyile 2011. The reverse is also true: while several new studies include sections on Canadian literature as part of a global reading of US literary culture, such examinations (see, for instance, Adams 2009 and Giles 2011) do not find it necessary to invoke the work of Smaro Kamboureli and Roy Miki (2007), Cynthia Sugars (2004b), Laura Moss (2003), or Imre Szeman (2003).…”

Section: Notesmentioning

confidence: 99%