Examining the Perceptions of English Instructors Regarding the Incorporation of Global Citizenship Education into ELT.
Examining the Perceptions of English Instructors Regarding the Incorporation of Global Citizenship Education into ELT.
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检查英语教师对将全球公民教育纳入英语教学的看法。
DOI：
10.18298/ijlet.2127
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Fatma Başarir
中科院分区：
文献类型：
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作者：
Fatma Başarir
本研究的目的是探讨在土耳其高等教育机构工作的英语教师对将全球公民教育融入英语课程的看法。本研究采用质性研究中的现象学设计。研究者以访谈法收集资料，并自行编制半结构式访谈表作为资料收集工具。参与者是根据容易获得的抽样方法选择的，这是有目的的抽样方法之一。参与者包括2015- 2016学年在安纳托利亚中部地区一所高等教育机构工作的13名英语教师。教师们的意见包括他们如何描述世界公民，他们在教育学生成为世界公民方面的作用和责任，他们如何在课堂上实践世界公民教育，以及他们在英语教学中实施全球公民教育所面临的挑战。数据分析采用内容分析法。研究结果显示，参与者大多集中在全球公民的“价值”方面，如尊重，敏感性，归属感，责任感，开放性等。导师认为他们的角色和责任，在培养学生成为世界公民作为一个告密者和榜样。虽然大多数学员表示，他们没有在课堂上采取任何具体的教学做法来教育学生成为全球公民，因为他们认为英语教学课程和全球公民教育是不相关的，但很少有教员在课程中讨论全球问题并树立榜样来促进全球公民意识。主要是基于语法的教学和学生不愿意被认为是全球公民融入英语教学的挑战。结果发现，英语教师在全球公民教育方面的知识、技能、态度和行动水平不足。
The aim of this study is to explore the perceptions of ELT instructors working at a higher education institution in Turkey regarding integrating global citizenship education into ELT courses. The study was carried out by using phenomenological design, which is one of the qualitative studies. The data were collected using interview method and a semi-structured interview form was developed by the researcher as the data collection tool. The participants, selected on the basis of easily accessible sampling method, which is one of the purposeful sampling methods. The participants comprises of 13 English instructors who work at a higher education institution in the Central Anatolia Region in the academic year 2015-2016.Instructors’ opinions were taken regarding how they described global citizenship, what were their roles and responsibilities in educating students as global citizens, how they practiced global citizenship education in their classes, and the challenges they were facing in practicing global citizenship education in ELT courses. Data were analysed with content analysis technique. Findings revealed that participants mostly focused on the “value” dimension of global citizenship such as respect, sensitivity, sense of belonging, responsibility, openness, etc. The instructors deemed their roles and responsibilities in preparing students as global citizens as an informer and role model. While most of the participants stated that they did not involve any specific teaching practices in their classes to educate students as global citizens, as they thought ELT lessons and global citizenship education were irrelevant, addressing global issues in the courses and role modelling were conducted by few instructors to promote global citizenship. Predominantly grammar-based teaching and student unwillingness were found as challenges of integrating global citizenship into ELT. As a result, it was concluded that ELT instructors have insufficient levels of knowledge, skills, attitude and action related with global citizenship education.