Exploring EFL Teachers' Ideologies and Practices of Global Citizenship Education in English Language Teaching

• In Event: Imagining Sustainable Futures in Education Across Transnational, Ethnocultural, and Language Communities

Abstract

The study adopts a qualitative case study design to explore 33 Taiwanese in-service high school EFL teachers’ perceptions and practices regarding global citizenship education in English language teaching. Data was collected through semi-structured interviews, questionnaires, classroom observations, and relevant documents and was analyzed through Saldaña’s (2013) three-level analytical framework. The findings show that EFL teachers’ ideology towards multiculturalism is conceptualized as nationalism and their understanding of global education is ambiguous. Moreover, three main contextual factors mediating teachers’ implementation of global and multicultural education in English language teaching include: 1) cognitive factor, 2) emotional factor, and 3) structural factor. This study concludes by providing practical and actionable educational steps for policy makers, administrators, educators, and researchers in second language teacher education.

Authors

• Tsung-han Weng, University of Kansas
  Presenting Author

• Shuangxia SHENG, Beijing Normal University
  Presenting Author