The aims of English language teaching (ELT) have observed a fundamental reconsideration during the past two decades, resulting in a shift in emphasis from linguistic competence over communicative competence to intercultural competence. The growing emphasis on cultural issues, which is called for by research and international curricular documents, places new demands on language teachers. The general aim of this study is to deepen the knowledge about teachers’ perception at the Bahraini government secondary schools towards the treatment of culture in English language teaching. The research questions are: 1. How do English language teachers understand and define the concept “Culture” and Intercultural Competence in ELT? 2. To what extent do the teachers see Intercultural Competence as an objective in language classroom? 3. How do they approach the teaching of Intercultural Competence in their classrooms? 4. What preparation/training have they had (pre-service), or wish to have (in-service), for including Intercultural Competence in their teaching? This interpretive and exploratory study is placed within a socio-cultural framework and can also be a contribution to teacher cognition research. The empirical data consists of semi-structured interviews with 17 English language senior teachers and a questionnaire with 197 English language teachers. The findings are presented according to three pedagogies: within the pedagogy of information; within the pedagogy of preparation; and within the pedagogy of Encounter. The minority of the participants represent the third perspective, which is the one that can be characterized as truly intercultural. My study indicates that many teachers feel unsure about how to teach culture in an appropriate and up-to-date manner. This is attributed to, among other things, lack of teacher insight, lack of time, and inadequate pre- or in-service training courses concerning teaching culture. The thesis ends with a set of recommendations as to how ELT could be developed in a more intercultural direction.

This thesis examines the views of A.C.T. primary school teachers about their work to build a picture of the culture of primary school teacher work of primary schools in the Australian Capital Territory. I define teaching culture to mean the behaviour, work practices, beliefs and possible habits teachers display in their efforts to perform the task of teaching. This description of teaching is possibly similar to what some authors describe as the 'sociology' of teaching (e.g. Barton and Walker, 1981). It is also a reflection of Deal's suggestion that culture describes 'the way things are done around here1 (Deal, 1985:605). In this case the study builds a picture of primary school teacher perceptions of the way things are, the culture of primary school teacher work, in the A.C.T. primary teaching system. The study has been designed to identify key workplace issues which preoccupy A.C.T. primary school teachers now and what they perceive to be the significant issues of the future, that is by the year 2005. The Delphi methodology was chosen to be the means to gather and refine information and perceptions from teachers its ability to clarify and refine issues and because the Delphi has amongst its advantages anonymity for participants and the use of experts in the data gathering. The study found that a high proportion of teachers feel stressed about attending meetings, yet wanting at the same time a say in the running of their school. Other results were that teachers considered they are poorly supported by the wider community and that a significant reward of the job was the interaction with the children. Teachers also believe that instructional methods will be radically different by 2005. The study aims to provide current information about the culture of primary school teacher work to teachers themselves and to present to interested authorities and institutions, such as the Department of Education and Training and The University of Canberra or the Australian Catholic University, recommendations for further research and practice to assist in policy design regarding the work teachers do. Some recommendations to the Department of Education and Training include: · the culture of primary school teacher work should be actively promoted to inform the community of the complexity of teacher work and to attract quality applicants to the profession; · that classroom teachers are resourced, at comparable levels to Public Servants or Departmental officers, with equipment such as computers and furniture; · that consideration be given to providing more inservice opportunities for teachers to pursue during stand-down (school holiday) time. Recommendations made to teacher-training institutions include: · regular research and reviews of teacher-training programs, with particular emphasis placed on beginning teacher needs and competencies and to highlighting areas newly recruited and experienced teachers consider require more training; · the design of comprehensive upgrading programs catering for the needs of newly appointed and experienced teachers.

This study explores how cultural inquiry was integrated into a third-year Persian class via printed texts, film, WebQuests and PowerPoint presentations, and how that cultural inquiry was made sense of and understood by the students in the course. Specifically, this qualitative study addresses two research questions: 1. How do students experience the cultural inquiry pedagogy? 2. How do students' understandings about Persian culture develop? The study’s participants were four college students in a fifth semester Persian language course at a large southwestern university during fall of 2009. Students were exposed to two sets of cultural integration including two films and WebQuest activities. The collected data included a demographic questionnaire, classroom observations, individual interviews and students’ reflective journals. Data were analyzed using Constant Comparative Method (Glaser & Strauss, 1967). A major finding of this study was that that in all four cases, participants felt they benefited from the content presented through multimedia and technology and the knowledge they gained through the cultural inquiry activities contributed to the development of their cultural awareness. In addition, the development of learners’ cultural knowledge and awareness was another important finding of this study. The study also revealed the deconstruction of some of the stereotypes that students brought with them to the classroom. Through the cultural inquiry pedagogy and exposure to different types of texts and group discussions, some of these stereotypes were deconstructed and new ideas were formulated. Another important finding of the study was the importance of utilizing cultural inquiry pedagogy. This study showed in particular the crucial role of group discussions, the importance of pre- and post- viewing activities related to filmic texts and WebQuest activities as benefiting the students most in their cultural inquiry. The study’s findings have implications for educators and curriculum developers to understand better the kinds of experiences and opportunities students have when they are engaged in cultural inquiry activities and are exposed to multimedia and technology, which contribute to the development of their cultural knowledge and awareness. / text

Esta tese tem como ponto central a análise da cultura docente de professores do Ensino Técnico e problematiza até que ponto o reconhecimento da cultura docente e o trabalho sobre essa cultura são caminhos para que a qualificação da docência e as mudanças na Educação Profissional técnica de nível médio se concretizem no cotidiano das escolas. Este estudo se inscreve na linha de pesquisa Trabalho, Movimentos Sociais e Educação, propondo uma análise da cultura docente como caminho de modificação e melhoria das práticas docentes, na promoção de mudanças no Ensino Técnico. Analisa a influência de organismos multilaterais na formulação de políticas públicas para a educação e formação de professores, conformando modos de ser e de fazer a docência. Os avanços e as tensões das políticas de formação, o currículo por competências e as organizações metodológicas necessárias são o que se constitui como fundamento para os estudos posteriores. A análise da socialização, da cultura, das ―culturas‖ docente e do desenvolvimento profissional contribui para a compreensão do conceito de ―culturas‖ docente, a partir da análise e da categorização apresentadas por Hargreaves (1998) e Pérez Gómez (2001), paralelamente às contribuições de Marcelo (2000) e Imbernón (1998), no campo do desenvolvimento profissional docente. A coleta de dados se realizou a partir de análise documental, questionários e grupos focais, realizados com 60 sujeitos divididos entre 16 professores em exercício, em escolas técnicas privadas, e 44 candidatos a um Programa Especial de Formação Pedagógica. Utilizou-se a análise de conteúdo para organização e categorização dos dados, que foram interpretados a partir dos pressupostos do método dialético. Evidencia-se a preponderância do isolamento docente e da balcanização, favorecida pela organização física e curricular das escolas. Os dados revelam, ainda, o desenvolvimento da colegialidade artificial, havendo poucos indícios que incentivem o desenvolvimento de uma cultura de colaboração entre os docentes. O domínio da técnica e a experiência laboral sobrepõem-se aos conhecimentos pedagógicos como condição suficiente para o exercício da docência, pautados na racionalidade técnica, reforçando determinados ―modelos‖ de professor, aprovados pela cultura docente analisada. Já a ideia de competências encontrada orienta-se pelos discursos e pelas práticas no mundo do trabalho, pautado na empregabilidade, enfatizando a importância do saber tácito e do saber fazer individuais. / This thesis has, as its main focus, the analysis of the cultural teaching of Technical instruction educators, and it puts in doubt whether the recognition of cultural teaching and the work on this culture are ways to help the teaching qualification and its changes in Technical Professional Education, in secondary school, and if this happens in the institutions‘ daily routines. This work belongs to the field Work, Social Actions and Education, proposing a teaching cultural analysis as a way of modifying and improving teaching practices, promoting changes in the Technical Teaching. It also analyses the influence of multilaterals studies in the creation of public policies to the teachers‘ formation and education, shaping ways of being and making instruction. The advances and tensions of formation policies, the competence curriculum and the necessary methodological organizations are the things that constitute the foundations to further studies. The analysis of socialization, culture, teaching ―cultures‖ and professional development contributes to the understanding of ―cultures‖ teaching, from the analysis and categorization presented by Hargreaves (1998) and Pérez Gómes (2001), paralleling to the contributions of Marcelo (2000) and Imbernón (1998), in the field of professional teaching development. The data selection was made from a documental analysis, questionnaires and focal groups, done with 60 people divided between 16 current teachers, from private technical schools, and 44 candidates to a Special Program of Pedagogical Formation. It was used the content analysis to the organization and categorization of data, which were interpreted from the dialectical method. It shows the preponderance of teaching isolation and balkanization, promoted by the physical and curriculum organization of institutions. The records show, as well, the development of an artificial schooling, having a few indications that increase the advance of a collaborative culture among the educators. The technical authority and labor experience overdo the pedagogical knowledge as a sufficient condition to the teaching exercise, based on the technical rationality, reinforcing some educators‘ ―models‖, approved by the teaching culture analyzed. On the other hand, the competence ideas found here were oriented by discourses and practices in the labor world, based on employment, highlighting the importance of tacit knowledge, and also the individual knowing of ―doing by yourself‖.

Esta tese tem como ponto central a análise da cultura docente de professores do Ensino Técnico e problematiza até que ponto o reconhecimento da cultura docente e o trabalho sobre essa cultura são caminhos para que a qualificação da docência e as mudanças na Educação Profissional técnica de nível médio se concretizem no cotidiano das escolas. Este estudo se inscreve na linha de pesquisa Trabalho, Movimentos Sociais e Educação, propondo uma análise da cultura docente como caminho de modificação e melhoria das práticas docentes, na promoção de mudanças no Ensino Técnico. Analisa a influência de organismos multilaterais na formulação de políticas públicas para a educação e formação de professores, conformando modos de ser e de fazer a docência. Os avanços e as tensões das políticas de formação, o currículo por competências e as organizações metodológicas necessárias são o que se constitui como fundamento para os estudos posteriores. A análise da socialização, da cultura, das ―culturas‖ docente e do desenvolvimento profissional contribui para a compreensão do conceito de ―culturas‖ docente, a partir da análise e da categorização apresentadas por Hargreaves (1998) e Pérez Gómez (2001), paralelamente às contribuições de Marcelo (2000) e Imbernón (1998), no campo do desenvolvimento profissional docente. A coleta de dados se realizou a partir de análise documental, questionários e grupos focais, realizados com 60 sujeitos divididos entre 16 professores em exercício, em escolas técnicas privadas, e 44 candidatos a um Programa Especial de Formação Pedagógica. Utilizou-se a análise de conteúdo para organização e categorização dos dados, que foram interpretados a partir dos pressupostos do método dialético. Evidencia-se a preponderância do isolamento docente e da balcanização, favorecida pela organização física e curricular das escolas. Os dados revelam, ainda, o desenvolvimento da colegialidade artificial, havendo poucos indícios que incentivem o desenvolvimento de uma cultura de colaboração entre os docentes. O domínio da técnica e a experiência laboral sobrepõem-se aos conhecimentos pedagógicos como condição suficiente para o exercício da docência, pautados na racionalidade técnica, reforçando determinados ―modelos‖ de professor, aprovados pela cultura docente analisada. Já a ideia de competências encontrada orienta-se pelos discursos e pelas práticas no mundo do trabalho, pautado na empregabilidade, enfatizando a importância do saber tácito e do saber fazer individuais. / This thesis has, as its main focus, the analysis of the cultural teaching of Technical instruction educators, and it puts in doubt whether the recognition of cultural teaching and the work on this culture are ways to help the teaching qualification and its changes in Technical Professional Education, in secondary school, and if this happens in the institutions‘ daily routines. This work belongs to the field Work, Social Actions and Education, proposing a teaching cultural analysis as a way of modifying and improving teaching practices, promoting changes in the Technical Teaching. It also analyses the influence of multilaterals studies in the creation of public policies to the teachers‘ formation and education, shaping ways of being and making instruction. The advances and tensions of formation policies, the competence curriculum and the necessary methodological organizations are the things that constitute the foundations to further studies. The analysis of socialization, culture, teaching ―cultures‖ and professional development contributes to the understanding of ―cultures‖ teaching, from the analysis and categorization presented by Hargreaves (1998) and Pérez Gómes (2001), paralleling to the contributions of Marcelo (2000) and Imbernón (1998), in the field of professional teaching development. The data selection was made from a documental analysis, questionnaires and focal groups, done with 60 people divided between 16 current teachers, from private technical schools, and 44 candidates to a Special Program of Pedagogical Formation. It was used the content analysis to the organization and categorization of data, which were interpreted from the dialectical method. It shows the preponderance of teaching isolation and balkanization, promoted by the physical and curriculum organization of institutions. The records show, as well, the development of an artificial schooling, having a few indications that increase the advance of a collaborative culture among the educators. The technical authority and labor experience overdo the pedagogical knowledge as a sufficient condition to the teaching exercise, based on the technical rationality, reinforcing some educators‘ ―models‖, approved by the teaching culture analyzed. On the other hand, the competence ideas found here were oriented by discourses and practices in the labor world, based on employment, highlighting the importance of tacit knowledge, and also the individual knowing of ―doing by yourself‖.

Esta tese tem como ponto central a análise da cultura docente de professores do Ensino Técnico e problematiza até que ponto o reconhecimento da cultura docente e o trabalho sobre essa cultura são caminhos para que a qualificação da docência e as mudanças na Educação Profissional técnica de nível médio se concretizem no cotidiano das escolas. Este estudo se inscreve na linha de pesquisa Trabalho, Movimentos Sociais e Educação, propondo uma análise da cultura docente como caminho de modificação e melhoria das práticas docentes, na promoção de mudanças no Ensino Técnico. Analisa a influência de organismos multilaterais na formulação de políticas públicas para a educação e formação de professores, conformando modos de ser e de fazer a docência. Os avanços e as tensões das políticas de formação, o currículo por competências e as organizações metodológicas necessárias são o que se constitui como fundamento para os estudos posteriores. A análise da socialização, da cultura, das ―culturas‖ docente e do desenvolvimento profissional contribui para a compreensão do conceito de ―culturas‖ docente, a partir da análise e da categorização apresentadas por Hargreaves (1998) e Pérez Gómez (2001), paralelamente às contribuições de Marcelo (2000) e Imbernón (1998), no campo do desenvolvimento profissional docente. A coleta de dados se realizou a partir de análise documental, questionários e grupos focais, realizados com 60 sujeitos divididos entre 16 professores em exercício, em escolas técnicas privadas, e 44 candidatos a um Programa Especial de Formação Pedagógica. Utilizou-se a análise de conteúdo para organização e categorização dos dados, que foram interpretados a partir dos pressupostos do método dialético. Evidencia-se a preponderância do isolamento docente e da balcanização, favorecida pela organização física e curricular das escolas. Os dados revelam, ainda, o desenvolvimento da colegialidade artificial, havendo poucos indícios que incentivem o desenvolvimento de uma cultura de colaboração entre os docentes. O domínio da técnica e a experiência laboral sobrepõem-se aos conhecimentos pedagógicos como condição suficiente para o exercício da docência, pautados na racionalidade técnica, reforçando determinados ―modelos‖ de professor, aprovados pela cultura docente analisada. Já a ideia de competências encontrada orienta-se pelos discursos e pelas práticas no mundo do trabalho, pautado na empregabilidade, enfatizando a importância do saber tácito e do saber fazer individuais. / This thesis has, as its main focus, the analysis of the cultural teaching of Technical instruction educators, and it puts in doubt whether the recognition of cultural teaching and the work on this culture are ways to help the teaching qualification and its changes in Technical Professional Education, in secondary school, and if this happens in the institutions‘ daily routines. This work belongs to the field Work, Social Actions and Education, proposing a teaching cultural analysis as a way of modifying and improving teaching practices, promoting changes in the Technical Teaching. It also analyses the influence of multilaterals studies in the creation of public policies to the teachers‘ formation and education, shaping ways of being and making instruction. The advances and tensions of formation policies, the competence curriculum and the necessary methodological organizations are the things that constitute the foundations to further studies. The analysis of socialization, culture, teaching ―cultures‖ and professional development contributes to the understanding of ―cultures‖ teaching, from the analysis and categorization presented by Hargreaves (1998) and Pérez Gómes (2001), paralleling to the contributions of Marcelo (2000) and Imbernón (1998), in the field of professional teaching development. The data selection was made from a documental analysis, questionnaires and focal groups, done with 60 people divided between 16 current teachers, from private technical schools, and 44 candidates to a Special Program of Pedagogical Formation. It was used the content analysis to the organization and categorization of data, which were interpreted from the dialectical method. It shows the preponderance of teaching isolation and balkanization, promoted by the physical and curriculum organization of institutions. The records show, as well, the development of an artificial schooling, having a few indications that increase the advance of a collaborative culture among the educators. The technical authority and labor experience overdo the pedagogical knowledge as a sufficient condition to the teaching exercise, based on the technical rationality, reinforcing some educators‘ ―models‖, approved by the teaching culture analyzed. On the other hand, the competence ideas found here were oriented by discourses and practices in the labor world, based on employment, highlighting the importance of tacit knowledge, and also the individual knowing of ―doing by yourself‖.

No description available.

A team of Brigham Young University graduate students working under the supervision of Dr. Lynn Henrichsen, collaborated on the creation of a book as well as a website, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTR-TESOL). The project, which will be developed in phases over the coming years, is intended to provide novice English as a Second Language (ESL) teachers with some introductory material on nearly fifty different topics related to the field. Each unit is not intended to be a comprehensive source and is not to be seen as a replacement for formal training. Rather the units should be used by those who would like formal training, but cannot afford the time or money it requires. With its minimalist, connectivist approach, BTR-TESOL will help them to "get their feet wet" and help them to develop the motivation and dedication needed to teach ESL until such time that they can receive formal instruction of some kind. This master's project describes the creation of two BTR-TESOL units on culture, titled "Understanding and Adapting in a New Culture" and "Teaching Culture." The first unit, "Understanding and Adapting in a New Culture," educates novice teachers about the importance of the differences that one faces when entering a new culture and guides them as they help their students (or themselves) to overcome culture shock. In the second unit, "Teaching Culture," novice teachers are educated on the importance of culture and are also given sample ideas and activities for teaching culture in a language classroom. Both units include a short introduction to the content, an opening scenario, a video segment related to the theme of each unit as well as reflection questions, objectives, explanatory text, and a section that directs readers to places they can go to learn more about the subject.

This study has been undertaken using an interpretive methodology in order to examine the socially constructed views of Saudi EFL teachers and their decision-making with regards to the appropriate cultural models for EFL textbooks in Saudi public schools. The study also examines the factors affecting the teachers’ views and how they apply their beliefs in their classrooms. In addition, the study will also examine if the Saudi EFL teachers have any concerns about what they have been through and examined and accordingly investigates how they address their pedagogical decision-making in the classroom. Moreover, this study is interested in looking at EFL teachers as local teachers teaching a global language. In view of the exploratory nature of this study and its context-specificity, the naturalistic orientation of interpretive and social constructivism as an epistemological stance were selected. The research design employed a concurrent mixed methods design using an adapted version of Cresswell (1996). In this study, the participants were Saudi Arabian EFL teachers from one city in Saudi Arabia teaching in all of the three public education levels (primary, intermediate and secondary). The data collected were both qualitative (interviews and open-ended questionnaires) and quantitative (close-ended questionnaires). For the interviews, 14 male and female teachers equally interviewed, whereas for the questionnaires 280 male and female participated. The data collection of both data qualitative and quantitative occurred at the same time during my field journey in 2009 in Saudi Arabia. I used the SPSS descriptive statistics for the analysing the quantitative data and used exploratory content analysis for the qualitative data. The study findings revealed that the Saudi EFL teachers were not satisfied with the cultural content currently promoted in the Textbooks as they inappropriately contradict the local cultural values. Thus, they believe that for a better cultural content, the textbooks should therefore include a mixture of different cultures that do not mismatch with the local. And as they are controlled by some educational and social factors, they are limited to practice what they think is appropriate to apply in the classroom, therefore, their decision-making in this regards to some extent are to be controlled. In addition, the findings of the current study revealed that the Saudi EFL teachers show their openness to other cultures based on their glocal position as local Saudis teaching a global language. The conclusion of the study has some suggestion and implications to improve the cultural content of the EFL textbooks as well as implications for the EFL teachers in general and their practices and decision-making with regards to the textbook. Furthermore, the study proposed a model for the appropriate EFL textbooks for each educational level and can be applied locally in the Saudi context and globally for other similar context around the world.

Contemporary notions of literacy understand communication as a culturally, historically, and socially situated practice of using and interpreting a variety of linguistic and semiotic resources as they combine within oral and written textual genres to fulfill particular social goals within a given cultural context (Gee, 1998, 2012; Cope & Kalantzis, 2000; Kern, 2000; Kramsch, 1993, 1995; New London Group, 1996). These more recent views of literacy have important implications for foreign language (FL) teaching, and call for pedagogies which promote language learning as a socially and culturally situated practice. Despite this, lower level FL teaching in the US continues to feature instructional practices that promote decontextualized, transactional language usage with attention skewed toward oral communication (Byrnes, Maxim, & Norris, 2010; Kern & Schultz, 2005; Schulz, 2006) through materials that locate conversations in students' own contexts rather than in target language discourse contexts (Liddicoat, 2000; Magnan, 2008b). Further, foreign language (FL) departments contain bifurcated curricula where lower-level (LL) courses rooted in instrumental views of language focus on skills of communication, and upper-level (UL) courses primarily center around the study of canonical literature. In 2007 an Ad Hoc Committee of the Modern Language Association (MLA) problematized these divisions, calling upon departments to transform traditional structures toward a more coherent curriculum where language, culture, and discourse are taught holistically (MLA, 2007).This dissertation responds to this call with a curricular design project for intermediate collegiate-level French through a Global Simulation (GS) carried out through a genre-based approach and a Pedagogy of Multiliteracies (New London Group, 1996). For the duration of the course, students adopted character roles through which they enacted contextually- and identity-bound discourse styles within a culturally-grounded fictitious world. Informed by sociocultural theory, this research took a socio-constructivist qualitative approach to analysis of data from learner artifacts, participant written reflections, semi-structured interviews, and questionnaires to explore learners' responses to this fusion of pedagogies from three perspectives: 1) how prior experiences combined with goals and beliefs about language shaped learners' engagement and learning outcomes, 2) how the characters, context, tasks, and textual genres worked in combination to evoke situated language use, and 3) how character-adoption and reflective engagement with LC2 textual meanings invited cross-cultural perspective-taking in the discussion of contemporary social issues. Findings from these three inquiries demonstrate that despite the prevalence of traditional beliefs about language, culture, and FL study, learners are indeed inclined to adapt to new instructional contexts. Further, the combination of pedagogical activities - character, texts, tasks, and critical reflection - can foster second language learners' abilities to recognize culture, context, and identity in communication, and to appropriate language and other symbolic forms selectively for communication of particular meanings across different discourse contexts. These findings point to both the viability and the need to continue ongoing efforts to shape FL curricula and materials in ways which recognize the integral links between language, culture and discourse.