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The Role of Native Culture and Language in an Indian L2 Classroom
The Sample A convenient-purposive sample of subjects 50 English teachers from each of the three groups was selected from KAU-Jeddah, Arab teachers of English and global teachers of English. The questionnaire for the teachers was conducted, tested against the content validity norms, administered to the concerned samples. Limitations The study has been conducted on small samples.
Sophisticated statistical techniques have not been employed for data analysis. No statistical or standard technique has been employed to assess the validity and reliability of the tools.
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Analysis of the teachers' questionnaires 4. Importance of Local Culture Integration Following is the analysis in response to the item-1 of the questionnaire Local culture has no place in English classroom setting and the research question mentioned below: Perception of the global teachers Global group of teacher sample demonstrates yet different trends on the perception of teachers towards factors affecting integration of local culture in EFL classrooms.
Item 11 of the questionnaire was chosen to get responses from the KAU teachers. Below graph is a comparative presentation of the responses three types teachers having native background, experience and other type of teachers. Figure 15 Below graph is a comparative presentation of the responses three types teachers having native background, experience and other type of teachers. Figure 16 The third group global teachers presents a different scenario. Figure 17 Research question 3: What aspects of local culture should be integrated?
Item 12 of the questionnaires elicited information related to the research question Those who have native country experience agree only kau. Figure 18 Research question 4: Figure 19 Research question 5: The data on item 14 show that teacher groups kau. Results, conclusions and recommendations 5. Results It has been found that the three main category of teachers differed on account of their perceptions regarding integration of local culture in English classrooms.
Global teachers have more positive attitude towards integration of local culture in a foreign language English classroom.
To be more precise, it was found that the global group of teachers were more in agreement to the benefits of the integration of local culture in foreign language classrooms in comparison to the least positive responses from those teachers who hailed from the native English countries. The responses were on the same line that local culture motivates the target learners.
The native teachers were least positive, teachers having native experience were less while global teachers did not agree to the rest two group, and they responded in favour of local culture integration as one of the motivators in an EFL classroom of Saudi Arabia. The global group supported more the idea of inclusion of local culture that two groups, however, they did not say that western material should be removed from the EFL textbooks.
The groups of teachers agreed to evolve a comparative method of teaching English by local as well as foreign culture. In response to a statement if the teachers are prepared to incorporate local culture in EFL classrooms, mixed responses were received however in the same order from most to least global teachers, teachers having native experience and native teachers respectively 5.
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Discussion Results indicate that the teacher groups differed on account of their background. Therefore, it is imperative that the teachers themselves realize the importance and evolve some teaching strategies in collaboration with the administrators and policy makers. Recently, Saudi Arabian school curriculum of English was modified and local materials were included. However, literature oriented courses and materials need not change as it is not required.
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Never the less a comparative teaching approach can be tried out for better results even in literature classes. Implications It may be recommended that the teachers of English should be trained to integrate local culture in an English language class in order to motivate the learners. The factors that affect the integration of local culture may be dealt with suitably if professional development programs are conducted well. His presentations at international conferences have already been published in ISI indexed proceedings.
She is pursuing her doctoral work at the University of Terengganu, Malaysia. Fariha has presented many papers in different international conferences. She also has the honor to meet Mr.
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She has some papers to her credit in the area of English language teaching in India and Saudi Arabia. She is currently conducting a research in the area of availability of local culture in the textbooks of English in Morocco. She has developed an interest in the area of sociolinguistics.
Cultural Studies in Foreign Language Education. Developing the Intercultural Dimension in Language Teaching: A Practical Introduction for Teacher. Developing Second Language Skills. Harcourt Brace Janovich Publishers. Teachers perception towards significance of local culture in Foreign language learning.
Context and culture in language teaching. Michigan University Press Culture in Second Language Teaching. Making culture happen in English classrooms.
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A Cultural or an Intercultural Approach? Language, Culture And Curriculum Vol. To resolve all those questions outlined above I am going to analyze select organizations of Popular Hinduism in the U. Then I will turn to the discussion of the possible functions of the new practices in Hindu temples in the United States. I will end my paper with a short summary of my findings.
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