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Conference Paper: The ambivalence of integrating culture with TESOL
| Title | The ambivalence of integrating culture with TESOL |
|---|---|
| Authors | |
| Issue Date | 2011 |
| Publisher | University of Auckland Faculty of Education. |
| Citation | The 3rd International Conference on Language, Education and Diversity (LED 2011), Auckland, New Zealand, 22-25 November 2011 How to Cite? |
| Abstract | In Asia, issues related to teachers’ perceptions and practices of integrating culture with English
learning have been under-reported. This paper presents an interview study with 12 secondary school
English teachers in Hong Kong (both novice and experienced), native-speaker (NETs) and local English
teachers (LETs). The findings on the one hand reveal generally positive attitudes to integrating culture
(including popular culture) with English language teaching, and on the other, expose ambivalences in
the role of culture in the EIL curriculum. Implications for the development of students’ intercultural
empathy and literacies will be discussed. |
| Description | http://www.led.education.auckland.ac.nz/assets/Uploads/programme/FINAL-LED-2011-Conference-Handbook-111107.pdf |
| Persistent Identifier | http://hdl.handle.net/10722/160448 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Luk, JCM | en_US |
| dc.date.accessioned | 2012-08-16T06:11:41Z | - |
| dc.date.available | 2012-08-16T06:11:41Z | - |
| dc.date.issued | 2011 | en_US |
| dc.identifier.citation | The 3rd International Conference on Language, Education and Diversity (LED 2011), Auckland, New Zealand, 22-25 November 2011 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10722/160448 | - |
| dc.description | http://www.led.education.auckland.ac.nz/assets/Uploads/programme/FINAL-LED-2011-Conference-Handbook-111107.pdf | - |
| dc.description.abstract | In Asia, issues related to teachers’ perceptions and practices of integrating culture with English learning have been under-reported. This paper presents an interview study with 12 secondary school English teachers in Hong Kong (both novice and experienced), native-speaker (NETs) and local English teachers (LETs). The findings on the one hand reveal generally positive attitudes to integrating culture (including popular culture) with English language teaching, and on the other, expose ambivalences in the role of culture in the EIL curriculum. Implications for the development of students’ intercultural empathy and literacies will be discussed. | - |
| dc.language | eng | en_US |
| dc.publisher | University of Auckland Faculty of Education. | - |
| dc.relation.ispartof | Conference Handbook of The 3rd International Conference on Language, Education and Diversity | en_US |
| dc.title | The ambivalence of integrating culture with TESOL | en_US |
| dc.type | Conference_Paper | en_US |
| dc.identifier.email | Luk, JCM: lukcmj@hkucc.hku.hk | en_US |
| dc.identifier.authority | Luk, JCM=rp00931 | en_US |
| dc.description.nature | link_to_OA_fulltext | - |
| dc.identifier.hkuros | 202342 | en_US |
| dc.publisher.place | New Zealand | - |