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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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Translations and Paradoxes of ‘Western’ Pedagogy: Perspectives of English Language Teachers in a Chinese College
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In: Wu, Xi; & Tarc, Paul. (2016). Translations and Paradoxes of ‘Western’ Pedagogy: Perspectives of English Language Teachers in a Chinese College. L2 Journal, 8(4). doi:10.5070/L28430214. Retrieved from: http://www.escholarship.org/uc/item/1b15w67w (2016)
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Best Practices in Second Language Teaching: A Holistic Doctrine Based on Research and Experience
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In: All Graduate Plan B and other Reports (2016)
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Examining Experiences of Early Intervention Providers Serving Culturally Diverse Families: A Multiple Case Study Analysis
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In: Graduate Theses and Dissertations (2015)
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Current Events in the Classroom: A Collection of Case Studies on the Why and How of Using the News to Teach Curriculum
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A Pragmatist Perspective on Building Intercultural Communicative Competency: From Theory to Classroom Practice
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2014)
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Are Best Practices in Literacy Culturally Relevant? An Investigation into What Primary Literacy Teachers Do to Teach Literacy Skills to Minority Students
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In: Electronic Theses and Dissertations (2013)
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Distance Education and Community Learning Networks linked by a Library of Culture
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In: Student Affairs Digital Community Development (2011)
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Language Assessment as a System: Best Practices, Stakeholders, Models, and Testimonials
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In: Avineri, Netta; Londe, Zsuzsa; Hardacre, Bahiyyih; Carris, Lauren; So, Youngsoon; & Majidpour, Mostafa. (2010). Language Assessment as a System: Best Practices, Stakeholders, Models, and Testimonials. Issues in Applied Linguistics, 18(2). Retrieved from: http://www.escholarship.org/uc/item/9c20c0wn (2010)
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Worlds collide: integrating writing center best practices into a first year composition classroom
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Teaching English in the Global Age: Cultural Conversations
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Abstract:
Globalization and English-language predominance situate English teachers as increasingly influential mediators of both language and culture. In the iconic multicultural hub of Ontario, Canada, teachers work within a causal nexus of social theories of language, the information and communication technologies revolution, and unprecedented global interdependency. Changes in English curriculum reflect these trends, from references to “global citizenship,” to stress on “intercultural communication,” “cultural sensitivity,” and Information and Communication Technology (Ontario Ministry of Education, 2007). Delegated gatekeepers of both linguistic and critical literacies, and facing new questions about the purposes and priorities of their discipline, Ontario English teachers must negotiate the divide between an inherited curriculum and the impacts of sociocultural transformation on changing literacy needs. To contribute to a professional dialogue about teaching English in a multicultural society and global age, this thesis presents findings from interviews with fifteen Ontario secondary English teachers. The focal question, “How is English changing?” introduces a range of pressing issues, such as: displacing the canon, practicing intercultural communication, balancing a democratic discourse, or “common culture,” with respect for diverse values, and managing opposing views and resistance to English curriculum change. The data reveal how English teachers across levels of experience occupy contrasting positions on the curriculum change debate. In part, this can be explained in terms of epistemological orientations. The participants represent three categories: Adaptation, Applied Research / Collaborative Inquiry, and Activism, each by turn more geared toward reconceptualizing English for social diversity and global consciousness. Beyond these classifications, the teachers reflect dissonant perceptions, sometimes personal ambivalence, on the changing role of text choice, and written and oral dialogue in the English classroom. From passionate defenses of Shakespeare, to radical measures to revamp book lists for cultural relevance, to remarkable illustrations of curriculum linked with global consciousness and civic action, the responses of the English teachers delineate zones of difficulty, change, and possibility. They help, too, to catch sight of a new horizon: the English classroom as a space for “cultural conversation” (Applebee, 1994) where canon- and teacher-centred dialogue give way to intertextual (Bakhtin, 1981; Kristeva, 1980) and intercultural (R. Young, 1996) transactions. ; PhD
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Keyword:
0279; 0282; 0530; 0727; Best Practices in English teaching; Canadian education; canon debate; critical travelogue; cultural sensitivity; culture and education; curriculum change in secondary English; English language arts; globalization and education; intercultural communication; intertextuality; literacies; multicultural education; Ontario curriculum; postcolonial literature curriculum; poststructuralism; social constructivism; teacher narrative
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URL: http://hdl.handle.net/1807/18334
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