The Insights of Glocalization In Islamic Primary Education

Suci, Dewi Nur; Puspitasari, Intan Nuyulis Naeni

doi:10.18860/jt.v9i2.4733

Cited by 2 publications

(1 citation statement)

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“…In the Chinese context, questionnaire and interview data on glocalized practices showed that foreign approaches were used particularly when teachers wanted to help students express themselves and share opinions (Pawan & Pu, 2019). A similar approach was used to collect data in Indonesian primary schools (Suci & Puspitasari, 2017), where classroom observations were also added to the analysis. Again, practices labeled as glocalized were those that encouraged students to share opinions and interact, presented and valued diverse perspectives, and used local wisdom to expand students' global knowledge.…”

Section: Introductionmentioning

confidence: 99%

EFL Teachers’ Attitudes Towards a Glocalized Approach: An International, Mixed-Methods Study

Bin-Hady,

Sarnou,

Schug

2024

Arbitrer

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Glocalization is the practice of combining global and local approaches. In English language teaching, it involves adapting materials to reflect the students’ local environment while still equipping them with intercultural communication skills. Nevertheless, it is a phenomenon that teachers are unfamiliar with in many parts of the world. Guided by glocalization research, this study aims to study the teaching practices of university instructors of English as a foreign language (EFL) in Yemen, Algeria, and France, as well as their attitudes towards glocalization. A mixed-methods approach was adopted, including both a questionnaire addressed to 78 teachers and interviews with a select group of 21 EFL professors and instructors working in the three countries, to understand and analyze their use of a glocalized approach for teaching EFL. The results revealed that EFL teachers in all three countries recognized the importance of applying a glocalized approach in their classrooms and used a variety of strategies, technologies, and materials to implement it. Finally, the study found no significant differences in the attitudes of EFL teachers in Yemen, Algeria, and France towards adopting glocalized approaches. Still, some noticeable differences can be observed, particularly in how teachers in the different countries glocalized their classrooms. French participants, for example, focused on the types of documents studied in class and how they were selected, while the Algerian and Yemeni participants focused their comments on their general strategies. This study highlights the awareness of EFL teachers of the importance of including local values while teaching a foreign language to their students.

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Section: Introductionmentioning

confidence: 99%

EFL Teachers’ Attitudes Towards a Glocalized Approach: An International, Mixed-Methods Study

Bin-Hady,

Sarnou,

Schug

2024

Arbitrer

View full text Add to dashboard Cite

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Post-Glocalization

Wei

2022

Advances in Educational Technologies and Instructional Design

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The world has changed tremendously. Associated with the change is the encounter of diverse ways of thinking, the pursuit for co-existence, and the desire to reduce conflicts. To understand curriculum in an increasingly connected world with both concordance and conflicts, this research starts with a review of globalization, localization, and glocalization. By proposing a change in the unit of analysis, the research follows with reconceptualizations of key terms in curriculum analysis: power, time and place, and distance and speed. The research also discusses the use of technology and language. Given changes in understandings, the research follows with discussions on post-methods and moral considerations and puts forward the term post-glocalization and models on post-glocalization and post-glocalized curriculum analysis. This research concludes with a review on different curriculum practices in accordance with the key terms in curriculum analysis and proposes the importance of incorporating the post-glocalized analytical model into curriculum methodological discussions.

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The Insights of Glocalization In Islamic Primary Education

Cited by 2 publications

References 4 publications

EFL Teachers’ Attitudes Towards a Glocalized Approach: An International, Mixed-Methods Study

EFL Teachers’ Attitudes Towards a Glocalized Approach: An International, Mixed-Methods Study

Post-Glocalization

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