Examining the Perceptions of English Instructors Regarding the Incorporation of Global Citizenship Education into ELT
Abstract
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.
References
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Examining the Perceptions of English Instructors Regarding the Incorporation of Global Citizenship Education into ELT
Abstract
References
- Akçay, R. C. (2003). Küreselleşme, eğitimsel yoksunluk ve yetişkin eğitimi. Milli Eğitim Dergisi, 159. Retrieved from http://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_Egitim_Dergisi/159/akcay.htm.
- Arıkan, A. (2009). Environmental peace education in foreign language learners’ English grammar lessons. Journal of Peace Education, 6(1), 87-99.
- Brinton, D. M., Snow, M. A. & Wesche, M. B. (1989). Content-based Second Language Instruction. Boston: Heinle and Heinle Publishers.
- Brownlie, A. 2001. Citizenship education: the global dimension, guidance for key stages 3 and 4., London: Development Education Association.
- Burrows, D. (2004). World citizenship. Paper presented at the American Council on Education Regional Conference on New Directions in International Education, Beloit, Wisconsin. Retrieved from https://www.beloit.edu/oie/assets/Burrows.pdf.
- Byram, M. (2003). Teaching languages for democratic citizenship in Europe and beyond. In K, Brown, & M, Brown (Eds.). Reflections on citizenship in a multilingual world,15-24. London: Centre for Information on Language Teaching and Research.
Details
| Primary Language | English |
|---|---|
| Subjects | English As A Second Language, Language Studies (Other) |
| Journal Section | Research Article |
| Authors | |
| Publication Date | December 30, 2017 |
| Published in Issue | Year 2017 Volume: 5 Issue: 4 |
