Global Voices: A Student-Centered Guide to Teaching English as an International Language

<p>It is time for change in the world of English language teaching. The dominant view and practice of teaching English as a neutral, straight-forward act of imparting “objective” grammatical, phonological and semantic knowledge to passive students does not serve the interest or needs of the estimated 1.5 billion students learning English in today’s interconnected, dynamic world. Critical theories and approaches such as critical pedagogy, critical literacy, and the participatory approach can help identify this problem and offer solutions, yet little has been done to apply and translate these theories into practical, useable materials for teachers in the classroom. This project intends to fill this gap by offering a guide that applies critical theories, integrates World Englishes, and offers interactive resources, tools and sample lessons to support teachers in creating a dynamic, adaptable, student-centered curriculum that reflects the diversity of student experience and encourages self-reflection and a questioning stance while students explore and expand their own voice.</p>

Name thesis:degree_name

Master of Arts in Teaching English to Speakers of Other Languages (TESOL)

Level thesis:degree_level

Project/Capstone - Global access

Discipline thesis:degree_discipline

Teaching English as a Second Language

Year dc:date.available

2017

Author dc:creator

• McAra, Megan M

Contributors dc:contributor

• Dr. Sedique Popal

• ESL
• EFL
• Critical Pedagogy
• Critical Literacy
• World Englishes
• Participatory Approach
• Curriculum and Instruction

Repository record dc:identifier

https://repository.usfca.edu/capstone/541

OAI identifier oai:identifier

oai:repository.usfca.edu:capstone-1565