Teaching Culture Research Articles

Teacher's Strategies in the Classroom Setting: Integrating Local Culture into English Language Teaching

Some teachers have a lot of strategies in the learning and teaching process in English class, but only a few teachers link local culture into the learning process in their class, meanwhile the teacher's strategies is an important role in improving students' ability to learn English containing local culture. The design used in this research is a type of narrative inquiry research with a qualitative approach. which is held in the intensive course class of the faculty of teacher training and education in January 2022. The subject of this research is an English teacher who teach in the intensive class at the Faculty of Education and Vocational Studies, Universitas Lancang Kuning. Then, the data from the observations and interviews were analyzed. Based on the results of the interview, the teacher applies information about local culture into eight techniques or strategies; brainstorming, contextualizing topics, conducting class discussions, creating video projects, looking for references/literature, designing lesson syllabus, selecting textbooks, drilling topics. The researcher found that these techniques had an impact on increasing students' ability to learn English with local culture. The findings of this study revealed that bringing local culture in English language teaching gave a significant effect on the students' ability in learning English with local culture at intensive course class. The idea of ​​bringing local culture in the classroom was in line with the implementation of Contextual Teaching and Learning approach. During the teaching and learning process, the students not only learned a foreign language but also became aware of preserving their local culture.

Envisioning future roles: How women medical students navigate the figured world of medical school.

Women medical students experience tensions as they learn to become doctors. These tensions reflect the cultural world of medical school and clinical medicine, spaces that are highly gendered, racist and exclusionary. This study describes how women medical students are envisioning themselves as future doctors during their first 2 years of medical school while experiencing these tensions. Using Figured Worlds theory, this qualitative study focused on four participants from a larger longitudinal study. Each participant was interviewed four times over a 2-year period using narrative methodology and provided multiple written reflections during their first year of medical school. Analysis was performed using deductive methods reflecting Figured Worlds theory. Participants offered storied experiences about how they understood their place in the figured world, ways they enacted agency and how they responded to contradictions they encountered in medical school as they learned to become doctors. These three findings reflect concepts of Figured Worlds theory: positionality and discourse, power and agency, and improvisation. These findings also illuminate ways women medical students are navigating gendered and hierarchical structures of medical school to reimagine their roles in medicine. Participants' stories illuminate that woman medical students' lived experiences shaped their decision to enter medical school and continue to shape how they navigate their educational experience. These interactions have implications for their future roles as physicians and how medical schools respond to cultures of teaching and learning that may not recognise these students' positionality and potential agency in medical school and clinical medicine.

Integrating Tharu Indigenous Culture in English Language Teaching: An Action Research

Integrating Tharu Indigenous Culture in English Language Teaching: An Action Research

Peer observation to promote a culture of teaching and learning.

Peer observation to promote a culture of teaching and learning.

Innovative talent cultivation strategies for teaching traditional culture and language and literature based on information fusion technology

Abstract Language and culture are inextricably intertwined, and language and literature teaching cannot be separated from traditional Chinese culture. To study traditional culture and innovative talent cultivation strategies for language and literature teaching, this paper analyzes the current situation of language and literature teaching based on information fusion technology. Regarding curriculum structure, 21.5% of the students think that general education courses involving traditional culture should be increased. 81.2% of the students think there should be more practical studies or internships about traditional culture. In terms of course content, only 10.7% of students think that teachers have a strong connection between traditional culture and language and literature, 51.1% of students think the degree of connection is average, and 3.4% of students think that the teaching of language and literature has no connection with traditional culture at all. Regarding course evaluations, 28.1% of the tests in language and literature focused on general competence, 42.3% on knowledge mastery, and 29.4% on research skills. The impact of teacher evaluations on students was considered average by 55.1%, great by 23.8%, and minimal by 21.1%. Language and literature teaching should effectively enhance curriculum specialization, improve students’ cultural awareness, and deeply explore the connotation of teaching materials. Innovative talent cultivation strategies based on information integration technology can promote the organic integration of language and literature teaching and Chinese traditional culture, ensure that students can truly take the inheritance and promotion of Chinese traditional culture as their responsibility, shoulder the historical mission of Chinese children, and help the great rejuvenation of the Chinese nation.

Vietnamese Teachers’ Beliefs About Fostering Learner Autonomy in English Teaching and Learning

Driven by rapid technological developments together with social and economic changes, the demand for flexible education has grown in a way that the cultivation of learner autonomy (LA) has become a worldwide phenomenon, especially in language learning and teaching. In this sense, the study reported here makes further contributions to the understanding of teachers’ beliefs in fostering LA in English learning and teaching at the tertiary level in Vietnam. The study adopted a complete qualitative approach to exploring how 10 Vietnamese teachers perceive LA based on their previous teaching experiences. Data analysis from an in-depth interview reveals that participants gave multiple interpretations of LA and admitted that Vietnam’s deep-rooted traditional teaching culture causes the main constraints on developing autonomous learning. Besides, these teachers seem fully aware of the significance of LA but not the “how” in assisting learners with exercising LA both within and beyond educational settings. The findings also propose some pedagogic implications for teacher development as well as curriculum development in English learning and teaching at tertiary levels.

Integrating ethnomathematics approach in teaching school mathematics

The teacher is one of the key factors in the transmission of curricular objectives to their students. Their knowledge and positive attitude toward students' ethnomathematics and its pedagogical approach play an important role to make classroom teaching culture friendly. This paper is intended to explore the in-service teachers’ knowledge of ethnomathematics and perception on the integration of the ethnomathematics approach in their teaching with respect to the demographic factors of in-service teachers such as gender, academic status, teaching experience, teacher training, and nature of institution they associated. This study was conducted among 120 in-service mathematics teachers from 32 secondary schools in Kathmandu District. The explanatory sequential mix method was employed to carry out this study. The perception of in-service teachers on ethnomathematics pedagogy in their classroom teaching was measured with survey instruments in the first stage. For further justification of the results obtained from the quantitative data, six teachers with different demographic factors were interviewed in the second stage of the data collection process. The relationship between in-service teachers’ understanding on ethnomathematics and different demographic factors was investigated using the Pearson Chi-square test. From the statistical data analysis, it was found that there is no relationship between gender, academic qualifications, and teachers' training in their understanding of ethnomathematics. However, a significant relationship was found between the teachers' experience and nature of the institutions they were involved, and their understanding on ethnomathematics. In-service teachers have a similar understanding on ethnomathematics and their perception in the integration of the ethnomathematics approach in the teaching of school mathematics.

Research on the Integration Path of Taihang Spirit and Music Education Major in Colleges and Universities

A key strategy for raising students’ humanistic aptitude is through music education. Culture is the soul of music and the source of innovation in music education. Under the current social education concept, it is advocated to carry forward excellent traditional and red culture in teaching, hence this paper further explores the path of integrating red culture into music education. The incorporation of the Taihang spirit, the most representative cultural resource in Shanxi, into music education in colleges and universities will promote the concept of Lide Shuren, further enhance students’ training, and enable students to fulfill the dual education requirements.

Gender Roles in Formal Second Language Learning in a Migratory Context: L2 Teachers’ Perceptions of Moroccan Origin Women in Catalonia

In Catalonia, the largest group of immigrants is that of Moroccan origin. Some Moroccan women are conditioned by a traditional family model that is concretised by the spatial separation between men and women in all spheres of society, a fact that influences the socialisation of these women and that, in a migratory context, may have an impact on their early abandonment of formal second language courses. Accordingly, this study aims to analyse the importance of accounting for the culture and gender factors in language teaching in a migratory context. We conducted semi-structured interviews with eight teachers of Catalan and Spanish as a second language, as they are the link between the institution and the students. The results suggest that providing instruction to segregated groups might grant women who are unable to participate in mixed-gender language classes the opportunity to increase their second language proficiency and thus facilitate their integration into the corresponding host territory. Offering gender-specific courses is a particular challenge for public L2 schools, where groups are organised according to the learners’ levels and not according to characteristics linked to origin and gender, as the latter practice may be at odds with the criteria of equality that guide public education in the host territory.

Women, Ethics of Care, Domestic Role And Islamic Teachings (Classical Fiqih) and Local Culture

Islam and Feminism, both are perceived as incompatible. However, this view is sadly only generated by the Western when they see Islam in the Middle Eastern. It even misleads when the Western has been only looking for particular countries which practice conservative and textual Islam. In reality, Islam put women in a respectful position, and though Islam has different points of view from some points in feminism, it does not mean they are against each other. Here in this paper, I tried to analyse a comparative study between how our Indonesian culture and how Islamic teachings perceive the role of women in their domestic reality and how women can participate in every day life. Interestingly, the role of women fits into the role of women from the perspective of Ethics of Care. In Ethics of care, it is believed that women’s power on taking care of other people is the key to their strength and somehow when we learn Islam deeper, we will find it is connected and this paper proves it. Here we make structure our paper starting with an introduction, later we talk about classical Fiqih. The reason why we choose classical Fiqih is that we want to understand the root of Islamic teachings on the blatant reality so we can understand how Islam sees a woman in reality. Later, we will discuss a comparison between our culture in general and Islamic Teaching so we will have insight into which one is part of our culture and which one is purely Islamic teachings. From our findings, we found that our culture and Islamic teaching have relatively similar points of view on women’s role in domestic reality. However, the conservative approach is coming from misunderstanding and, people's attitudes to mixing Islamic teachings with their Khawarij culture which is not a real Islam yet because people from outside of the Islamic world do not understand, they tend to think it is a real Islam which is giving Islam a bad reputation.

WUJUD BUDAYA INDONESIA SEBAGAI PEMANTIK MOTIVASI BELAJAR BAHASA INDONESIA SEBAGAI BAHASA ASING

Various Indonesian cultures can be used as teaching materials in BIPA learning. The purpose of this research is to examine Indonesian culture which is used as teaching material in BIPA learning from YouTube videos. This study used descriptive qualitative method. The objects of this research are three YouTube videos entitled Intoduction to Wayang Culture in BIPA Learning, Culture in BIPA Teaching, and Cross-Cultural Understanding in BIPA Learning. Data Analysis wa carried ut through data reduction, data description, and drawing conclusions. Based on data analysis, it is known that the Indonesian culture used as teaching materials in BIPA learning varies. The results pf this study can be used by BIPA teachers to utilize all aspects related to culture such as wayang, museums, cross-cultural understanding, and others through YouTube videos for BIPA teaching materials.

National Practice Teaching in Social Work Initiative; a rare opportunity to shape the development of social work student placements and practice teaching in Ireland

This article reflects upon the work of the National Practice Teaching in Social Work Initiative (NPTSWI), established following collaboration between the six universities in Ireland that deliver social work education. Working in partnership with social work employers and practitioners, NPTSWI aims to enhance the profile of Practice Teaching within the Social Work profession in Ireland, provide ongoing supports for practice teaches and potentially increase the supply of placements. As a multi-stakeholder collaboration and in the context of the Irish Government’s commitment to increase the number of Social Work graduates, NPTSWI represents a significant innovation in the development of social work practice education in Ireland. This paper reflects on the achievements of the initiative and barriers to building a culture and context for practice teaching and learning within social work services are considered and strategies to address these challenges explored.

Appreciative Development Research to Support the Teaching Culture of the Academic Staff at University

The aim of the article is to present the principles of supporting the professional development of the academic staff at Tallinn University and to analyze how the implementation of these principles has worked in practice, as of 2021. We based our analysis on the theoretical view that the professional development of the academic staff at the university is supported in professional communities, because collaborative learning, mainly professional networks and learning communities provide important support in adapting to, understanding and embracing educational changes. This enables the academic staff to take greater responsibility for the development of education both in their organization and in society at large, while changing relationships at the university into more trusting and supportive ones. The need for the study stemmed from the central idea of ​​improving teaching competencies formulated in the development plan of Tallinn University. As a result of the development research, we created a model for supporting the professional development of the academic staff. As a result of the appreciative development research, it became clear that the skills of supporting the lecturers should be learnt in the organization on a daily basis in co-creation and inclusive participation of the parties, which is why it is important to support networking and institutional learning at the university. We present the aspects in which the model has been successfully implemented and the aspects in which there exist further development needs. The study offers one possible practical experience to support the development of the academic staff in the field of academic professional development, using appreciative development research to study and develop the learning culture.

Women’s Domestic Role Based on Islamic Teachings (Classical Fiqih) and Local Culture

Islam and Feminism, both are perceived as incompatible. However, this view is sadly only generated by the Western when they see Islam in the Middle Eastern. It even misleads when the Western has been only looking for particular countries which practice conservative and textual Islam. In reality, Islam put women in a respectful position, and though Islam has different points of view from some points in feminism, it does not mean they are against each other. Here in this paper, I tried to analyze a comparative study between how our Indonesian culture and how Islamic teachings perceive the role of women in their domestic reality. Here we make structure our paper starting with an introduction, later we talk about classical Fiqih. The reason why we choose classical Fiqih is that we want to understand the root of Islamic teachings on the blatant reality so we can understand how Islam sees a woman in reality. Later, we will discuss a comparison between our culture in general and Islamic Teaching so we will have insight into which one is part of our culture and which one is purely Islamic teachings. From our findings, we found that our culture and Islamic teaching have relatively similar points of view on women’s role in domestic reality. However, the conservative approach is coming from misunderstanding and, people's attitudes to mixing Islamic teachings with their Khawarij culture which is not a real Islam yet because people from outside of the Islamic world do not understand, they tend to think it is a real Islam which is giving Islam a bad reputation.

Philosophical inquiry into intercultural communication and the teaching of culture in foreign language teaching

Philosophical inquiry into intercultural communication and the teaching of culture in foreign language teaching

Engineering Teaching Techniques and Experience in The Midst of Covid-19

The Covid-19 pandemic has imposed pressure on academic teaching and learning. Conventional teaching methods have to be adjusted in order to meet the new environment. During the last three of learning, online teaching has become one of the main methods of delivering lectures. This paper details a list of skills and methods that would improve the online teaching and learning experience and should therefore be used. The culture of teaching and learning has been modified by the pandemic, and the teaching, learning and assessment have been substantially reformed. The assessment of students and teacher feedback are important issues, and they are described in detail. The methods used in engineering teaching and the student's performances in the final grades are compared. It is found that the proposed method of engineering teaching and assessment for online teaching did not impose any major drawbacks or deteriorate the learning outcome. It seems that after three years of the pandemic, both students and instructors have adapted to the new method of online teaching, and the teaching method, computer-based engineering laboratory, assessment, and mentality have been adopted to the online system.

TEACHING CULTURE THROUGH ILLUSTRATED READING MATERIALS AT SECONDARY SCHOOLS

TEACHING CULTURE THROUGH ILLUSTRATED READING MATERIALS AT SECONDARY SCHOOLS

To Explore the Lack of Traditional Culture in College Business English Teaching and Countermeasures

Business English teaching in colleges and universities mainly focuses on business theory and English language knowledge, with little reference to traditional Chinese culture. This neglect of traditional Chinese culture often leads to the "westernization" of students' thinking, which also affects the quality of translation to a certain extent. In order to cultivate compound business English talents with international competitiveness, it is particularly important to strengthen the proportion of traditional Chinese culture in college business English teaching.

THE IMPORTANCE OF INCLUSIVE CULTURE IN TEACHING ENGLISH LANGUAGE IN SECONDARY SCHOOLS

THE IMPORTANCE OF INCLUSIVE CULTURE IN TEACHING ENGLISH LANGUAGE IN SECONDARY SCHOOLS

Integrating diversity, equity, and inclusion principles into instruction: Case studies from the University of Florida's Health Science Center Libraries.

Librarians at the University of Florida Health Science Center Libraries have begun to intentionally incorporate diversity, equity, and inclusion (DEI) principles into teaching during design, implementation, and evaluation. This article uses four case studies to provide an overview of the librarians' approaches to inclusive teaching (1) an annual workshop for Physical Therapy students on the intersection between DEI, health literacy, and patient education; (2) a librarian-taught one-credit course for public health students, which was revised to create a more inviting syllabus and integrate elements of universal design; (3) an annual project for first year medical students highlighting health disparities and community resources; and (4) piloting the application of critical librarianship principles in library standalone sessions on database searching and reference management. Suggestions are provided for other librarians who are interested in developing a culture of inclusive teaching in their own libraries.