Teachers’ beliefs and practices of cultural content in the ELT classroom: A multifaceted analysis through the EIL lens

Download

12618549.pdf

Date

2015-1

Author

Kaça, Engin

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

427
views

283
downloads

The use of English as an international language (EIL) has profound implications for the representation of culture in English language teaching (ELT). The dominant representations of Anglo-American cultures in the classroom fail to serve the various needs of learners resulting from the globally diverse contexts where English is used to fulfill an array of functions. This brings about the need to include local and international perspectives of culture in teaching in order to promote a sphere of interculturality (Kramsch, 1993). Using this argument as its foundation and deriving from an EIL viewpoint, the aim of this study was to examine teacher beliefs and practices regarding cultural content in the ELT classroom in an Intensive English Program (IEP) at an institution of higher education located in the Turkish Republic of Northern Cyprus (TRNC). To this end, first a questionnaire was implemented to explore the teacher beliefs of culture teaching. The results of the questionnaire aided the researcher to select four participants to observe during their teaching hours, which was necessary to find out their actual classroom practices of handling cultural content. Stimulated recall method was used in the post-observation interviews to explore the teacher motive and rationale when they refer to a specific cultural element. Finally, general in-depth interviews were conducted with a number of teachers from the same context. The findings of the study reveal the extent to which teachers’ beliefs and practices about the use of cultural content in the ELT classroom correspond to EIL assertions regarding the use of cultural content in the classroom. The study also shows whether teachers’ stated beliefs and their actual classroom behavior match. The study provides a direction for the promotion of EIL principles among ELT professionals. This would in turn contribute to the preparation of language learners for international communication.

Subject Keywords

EIL, Non-Native English Speaking Teacher (NNEST), Culture, Teacher Cognition

URI

https://hdl.handle.net/11511/69831

Collections

Northern Cyprus Campus, Thesis

Suggestions

OpenMETU
Core

EFL instructors’ cognitions and actions in relation to foreign language learning and teaching processes Öztürk, Mustafa; Yıldırım, Ali; Department of Educational Sciences (2014) The purpose of this study is to investigate EFL instructors’ language learning cognitions regarding linguistic aptitude, priorities in language learning, and good language learners; and language teaching actions with respect to pedagogical inclinations, instructional planning, error correction, learner-centeredness, and personal and professional development. The study also aims to describe the patterns of the relationships existing among those variables and examine the sources contributing to teachers’ cogn...
Preparation for an international exchange program: a phenomenological analysis of prospective english language teachers’ lived and imagined experiences Çiftçi, Emrullah Yasin; Karaman, Abdullah Cendel; Department of English Language Teaching (2016) Since the Erasmus exchange program promises sociocultural experiences in different cross-cultural and educational contexts, it can contribute to the development of prospective English language teachers. However, participants’ preparation experiences and thought patterns prior to the program may influence the quality and outcomes of the sociocultural experiences abroad. This study, therefore, aimed to explore preparation experiences of three Turkish prospective English language teachers who chose to study in...
The place of native culture in the intercultural training of pre-service English language teachers : the Turkish case Kaçar, Mustafa; Hatipoğlu, Çiler; Department of English Literature (2019) This study explored pre-service English language teachers' definitions of culture and their views about the incorporation of cultural content, in particular Turkish cultural content, into English language classes. The study also examined the place of Turkish culture in the intercultural training of pre-service English language teachers in Turkey. The data for this study were collected through a questionnaire administered to 80 senior pre-service teachers studying in the Department of Foreign Language Educat...
Investigation of psycho-social factors that affect english pronunciation preference of efl learners: the relationship between in-class injunctive norms for English pronunciation and fear of negative evaluation in elt classrooms Ölçü, Zeynep; Yemenici, Alev; Department of English Literature (2008) This thesis aims to investigate socio-psychological factors that affect foreign language learners’ pronunciation and focuses on the relationship between in-class injunctive norms for English pronunciation and Fear of Negative Evaluation (FNE). Injunctive norms are a type of social norms that define the expected behavior from the group members and sanctions for disobedience. They are evaluative in their nature. FNE is one of the three components of foreign language classroom anxiety and experienced when a pe...
An Analysis of the needs and perceptions of english language teachers and students in an EAP course Demir, Müslüme; Eröz Tuğa, Betil; Department of English Language Teaching (2015) The purpose of this study is to investigate the perceptions and needs of English language teachers and students pertaining to an EAP course -Professional Communication Skills (PCS 406)- and propose an In-Service Teacher Training Module for EFL teachers working in the Foreign Languages Unit at a private university in Ankara. Hence, a case study was designed to investigate the needs of the stakeholders: the learners, teachers and principal. The study undertook a multifaceted needs analysis including questionn...

Citation Formats

E. Kaça, “Teachers’ beliefs and practices of cultural content in the ELT classroom: A multifaceted analysis through the EIL lens,” M.S. - Master of Science, Middle East Technical University, 2015.