ABSTRACT

An exploratory case study of four 5th- to 12th-grade English language teachers in a Romanian public, competitive, bilingual high school focused on how these English language teachers taught about American culture to enhance student growth in the areas of global competency. Specifically, the study explored: 1) How are English language teachers advancing and enhancing student growth in the area of global learning with little resources? (2) In what ways are teachers going beyond the usual topics (as required by the curriculum) to more complex conversations to advance their students’ global knowledge and enhance their global competency? The Global Teaching Model (GTM) was used as a conceptual framework. Qualitative data were collected through individual recorded interviews, classroom observations, teacher artifacts, and informal conversations for two weeks. Results showed that teachers attained the language goals for their students but needed further guidance on how to approach global issues at a transformative level. Teachers wanted more resources, sustained local and international partnerships and collaborations, and focused trainings toward a deep critical exploration of global education. Recommendations for future research involve an emphasis on action research-design studies that encourage reflexivity and self-examination toward sociocultural consciousness and global partnerships.

摘要

在罗马尼亚一所具有竞争性的公立双语高级中学中，对四名5至12年级英语老师进行了探索性案例研究，重点研究了这些英语老师如何讲授美国文化，以促进学生在全球能力领域的发展。具体而言，该研究探讨了：1）在资源匮乏的情况下，英语教师如何在全球学习领域促进和促进学生的成长？（2）老师将以什么方式超越常规主题（课程要求）进行更复杂的对话，以提高学生的全球知识并增强他们的全球能力？全球教学模型（GTM）被用作概念框架。通过个人记录的访谈，课堂观察，教师文物，和两个星期的非正式对话。结果表明，教师达到了学生的语言目标，但需要在如何从变革的角度解决全球问题方面提供进一步的指导。老师们希望获得更多的资源，建立持续的本地和国际合作伙伴关系与合作，并集中培训以对全球教育进行深入的批判性探索。对未来研究的建议包括对行动研究设计的研究，这些研究鼓励对社会文化意识和全球伙伴关系的反思和自我反思。并集中培训以对全球教育进行深入的批判性探索。对未来研究的建议包括对行动研究设计的研究，这些研究鼓励对社会文化意识和全球伙伴关系的反思和自我反思。并集中培训以对全球教育进行深入的批判性探索。对未来研究的建议包括对行动研究设计的研究，这些研究鼓励对社会文化意识和全球伙伴关系的反思和自我反思。