國立虎尾科技大學 |

Glocalizing Teaching English as an International Language : = A Case Study of Moroccan English Teachers' Perspectives.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Glocalizing Teaching English as an International Language :/
其他題名:	A Case Study of Moroccan English Teachers' Perspectives.
作者:	Rfissa, Yassine.
面頁冊數:	1 online resource (187 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
ISBN:	9798379913847

Glocalizing Teaching English as an International Language : = A Case Study of Moroccan English Teachers' Perspectives.
Rfissa, Yassine.

Glocalizing Teaching English as an International Language :A Case Study of Moroccan English Teachers' Perspectives. - 1 online resource (187 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2023.

Includes bibliographical references

The paradigm of English as an international language (EIL) has received increasing interest in the field of English language teaching (ELT) globally due to its capacity to express the changing nature of English language use and its implications for language learning and teaching. In order to understand Moroccan teacher perspectives on the principles of the EIL paradigm and unveil how extant ELT there raises possibilities and challenges for the EIL paradigm, this qualitative case study includes interviews with multiple English teachers at a variety of institutions in Morocco. Secondary data such as national curricular frameworks and textbooks are used to contextualize (confirm, disconfirm, or further elaborate on) teacher perspectives on the themes and principles of EIL and ELT in Morocco. Data analysis includes an inductive and deductive thematic analysis in which themes are derived both from the data and from the theoretical framework of EIL.Findings identify several strengths and challenges of ELT in Morocco for the EIL paradigm. While ELT in Morocco is characterized by adopting locally published curricula and implementing local culture-based ELT that emphasizes the integration of local cultural elements into the language learning process, it appears to fall short in the following aspects: recognizing the importance of learners' linguistics repertoires, the strong dominance of Communicative Language Teaching which is derived from the native speakers model, the need for teacher training in Intercultural Communicative Competence, the limited exposure to the multicultural approaches in English language teaching, and locally-published textbooks that need to be updated.This study adds its voice to the literature that calls for a paradigm shift in ELT recognizing exposure to the recent multicultural trends of English teaching, the agency and voice of teachers in shaping language education policies and practices while strengthening and protecting the local and indigenous languages and cultures. In addition, further research should aim to comprehend the complexities of glocalizing English as an international language as well its impact locally and globally.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379913847Subjects--Topical Terms:

1148422
English as a second language.
Subjects--Index Terms:

EnglishIndex Terms--Genre/Form:

554714
Electronic books.

Glocalizing Teaching English as an International Language : = A Case Study of Moroccan English Teachers' Perspectives.
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