Advancing Students' Global Competency through English Language Learning in Romania: An Exploratory Qualitative Case Study of Four English Language Teachers

Autor/in	Slapac, Alina
Titel	Advancing Students' Global Competency through English Language Learning in Romania: An Exploratory Qualitative Case Study of Four English Language Teachers
Quelle	In: Journal of Research in Childhood Education, 35 (2021) 2, S.231-247 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2021.1880993
Schlagwörter	Global Approach; Competency Based Education; English (Second Language); Second Language Learning; Language Teachers; Elementary Secondary Education; Public Schools; Bilingual Schools; Cultural Education; Cultural Awareness; Intercultural Communication; Educational Resources; Foreign Countries; Romania + Suchen Sie Ihr Suchwort? Globales Denken; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Public school; Öffentliche Schule; Bilingual scholl; Bilinguale Schule; Culture; Kulturelle Bildung; Kulturelle Erziehung; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Bildungsmittel; Ausland; Rumänien
Abstract	An exploratory case study of four 5th- to 12th-grade English language teachers in a Romanian public, competitive, bilingual high school focused on how these English language teachers taught about American culture to enhance student growth in the areas of global competency. Specifically, the study explored: 1) How are English language teachers advancing and enhancing student growth in the area of global learning with little resources? (2) In what ways are teachers going beyond the usual topics (as required by the curriculum) to more complex conversations to advance their students' global knowledge and enhance their global competency? The Global Teaching Model (GTM) was used as a conceptual framework. Qualitative data were collected through individual recorded interviews, classroom observations, teacher artifacts, and informal conversations for two weeks. Results showed that teachers attained the language goals for their students but needed further guidance on how to approach global issues at a transformative level. Teachers wanted more resources, sustained local and international partnerships and collaborations, and focused trainings toward a deep critical exploration of global education. Recommendations for future research involve an emphasis on action research-design studies that encourage reflexivity and self-examination toward sociocultural consciousness and global partnerships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01