Year: 2021
Type: article
Abstract: Purpose This qualitative research set out to understand what teachers’ assessments were of the context of teaching as it relates to the curriculum, and what they consider appropriate for an optimal teaching and learning experience in a university English language teaching (ELT) context. Design/methodology/approach Qualitative data were deemed required to understand the effects and understanding teachers had of the ELT curriculum as it played out in their teaching context. Focus group interviews and observations were the main method for data generation. Findings The context has a bearing on the ongoing development of teachers’ intercultural sensitivity (IS) frames and how they address IS over time in their context of teaching as it pertains to curriculum. Originality/value This is an original research paper which gives insight to knowledge about the relationship between ELT, curriculum and culture.
Author: Walead Etri
Institution: University of South Australia
Language: English
Subfield: Communication
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W3197544211