Examining the Perceptions of English Instructors Regarding the Incorporation of Global Citizenship Education into ELT

Autor/in	Basarir, Fatma
Titel	Examining the Perceptions of English Instructors Regarding the Incorporation of Global Citizenship Education into ELT
Quelle	5 (2017) 4, S.409-425 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Language Teachers; English (Second Language); Second Language Instruction; Teacher Attitudes; College Faculty; Citizenship Education; Global Approach; Cultural Awareness; Phenomenology; Qualitative Research; Semi Structured Interviews; Teacher Responsibility; Values Education; Teaching Methods; Consciousness Raising; Turkey + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Lehrerverhalten; Fakultät; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Globales Denken; Cultural identity; Kulturelle Identität; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Lehrverpflichtung; Werterziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Bewusstseinsbildung; Türkei
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. [This paper was presented at the XI. European Conference on Social and Behavioral Sciences held in Rome on September 1-4, 2016.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01