Losing Strangeness: Using Culture to Mediate ESL Teaching

@article{Rowsell2007LosingSU,
  title={Losing Strangeness: Using Culture to Mediate ESL Teaching},
  author={Jennifer Rowsell and Vannina Sztainbok and Judy Blaney},
  journal={Language, Culture and Curriculum},
  year={2007},
  volume={20},
  pages={140 - 154}
}
This paper explores ways of using culture and cultural practices as an informing principle in ESL teaching. To research culture and ESL teaching, we conducted focus groups with teachers in an urban ethnically diverse school in Toronto, Canada and their student teachers during their month-long practica in the school as a part of a Bachelor of Education programme. As instructors in the teacher education programme, we set out to find ways of infusing culture and cultural awareness into our… 

Balancing Act: Addressing Culture and Gender in ESL Classrooms.

ESL educators find themselves teaching a diverse group of students in today’s classroom. This study investigated how ESL instructors address diversity in their teaching. The literature review

The ESL Teacher and Culture in the Classroom: Further Understandings and Adaptations

When it comes to teaching and interacting with students, having experience and knowledge about different cultures and cultural backgrounds can help teachers navigate through cultural hurdles in their

Analysing the Integration of Moral and Cultural Values through ELT Reading Materials in Malaysian ESL Classrooms

This chapter presents the findings of an exploratory study, which examined the integration of moral and cultural values in ELT reading materials in ESL literature classrooms. The study employed a

Using cultural immersion as an element in communicative approach to teach English to second language (ESL) learners

Tracy Huziak-Clark, Advisor With the rapid growth of immigrants in the United States it has become vital for this culturally diverse group of second language learners of English to competently learn

Inhabiting the other's world: language and cultural immersion for US-based teachers in the Dominican Republic

This paper discusses the conception, goals, highlights, and outcomes of a four-week study-abroad seminar in the Dominican Republic (DR) for pre- and in-service teachers of English language learners

One of Us or One of Them: A Generic Qualitative Study on the Efficacy of the Funds of Knowledge Strategy to Reduce Teacher Ethnocentrism

The purpose of this study was to examine whether English a Second Language (ESL) instructors’ ethnocentrism could be reduced using multicultural education (MCE) principles. There were three focus

Cultural Representation in ESL Textbooks in Pakistan?A Case Study of “Step Ahead 1”

The issue of culture inculcation in EFL/ESL learning and teaching has gained attention in ‘World Englishes’ scenario along with the voices of ‘Glocalization’ (Tiplady, 2003), acculturation and

Are Turkish EFL pre-service teachers ready to manage intercultural challenges?

Abstract English as a foreign language (EFL) teachers, as the backbone of language teaching system, are expected to raise the awareness level of students’ intercultural communication competence by

Perceptions of globalization among English language students at Kuwait University : voices of ownership

This thesis explores the role of English in the lives of students at Kuwait University. The study unveils a complex interplay between students’ attitudes towards learning English and their

ESL, LEARNING MOTIVATIONS AND SOCIOLOGICAL STRESSORS

The importance of learning English as an International communication device has created motivation among all people around the world, especially those engaged with pursuing higher education.

References

SHOWING 1-10 OF 31 REFERENCES

Ways with Words: Language, Life and Work in Communities and Classrooms

Photographs, maps, figures, tables, texts Acknowledgments Prologue Note on transcriptions Part I. Ethnographer Learning: 1. The piedmont: textile mills and times of change 2. 'Gettin' on' in two

Removing the Margins : The Challenges and Possibilities ofInclusive Schooling

despite the obvious disadvantages of teen childbearing, there may be some learning experiences that impel the teenage mother to develop cognitively and holistically as she may not have done without

Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms

(1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice: Vol. 31, Qualitative Issues in Educational Research, pp. 132-141.

Funds of knowledge: Theorizing practices in households, communities, and classrooms

Contents: Preface. N. Gonzalez, L. Moll, C. Amanti, Introduction. Part I: Theoretical Underpinnings. N. Gonzalez, Beyond Culture: The Hybridity of Funds of Knowledge. C. Velez-Ibanez, J. Greenberg,

Continua of biliteracy : an ecological framework for educational policy, research, and practice in multilingual settings

Foreword - Jim Cummins (OISE, University of Toronto) Introduction - Nancy H. Hornberger CONTINUA of BILITERACY: 1. Continua of Biliteracy - N. H. Hornberger 2. Revisiting the Continua of Biliteracy -

Handbook of Qualitative Research

Introduction - Norman K Denzin and Yvonna S Lincoln The Discipline and Practice of Qualitative Research PART ONE: LOCATING THE FIELD Qualitative Methods - Arthur J Vidich and Stanford M Lyman Their

Focus groups : a practical guide for applied research / by Richard A. Krueger

Foreword - Michael Quinn Patton PART ONE: GROUPS AND FOCUS GROUPS Groups Focus Groups PART TWO: THE PROCESS OF CONDUCTING FOCUS GROUPS Conceptualizing the Focus Group Asking Questions in a Focus

Making Sense of a New World: Learning to Read in a Second Language

Setting the Scene PART ONE: EMERGENT BILINGUALS AND THE READING PROCESS: UNDERSTANDING CULTURES, CODES AND CONTEXTS Interpreting the Social Context The Context of the Mind PART TWO: EMERGENT

Building bridges: negotiating the gap between work practice and technology design

The basic argument of this paper is that what needs to be supported, mediated and enabled by CSCW technology used to support cooperative design over distance is the mutual perception, for the actor and others, of the embodied actions of the participants in the process.