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Exploring EFL Teachers' Ideologies and Practices of Global Citizenship Education in English Language Teaching
Sat, April 23, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), San Diego Convention Center, Exhibit Hall BAbstract
The study adopts a qualitative case study design to explore 33 Taiwanese in-service high school EFL teachers’ perceptions and practices regarding multicultural and global education in English language teaching. Data was collected through semi-structured interviews 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.