The Awareness of Various Theoretical Dimensions of Cultural Variability in Enhancing a Language Educatorr Classroom Practice
Abstract
With the great impact of globalization, expanding immigration and economic transactions, our world has become more diverse than it used to be. In view of that, cross-cultural interaction has become more frequent and inevitable. This can even be reflected in the teaching practice among language educators and students from different cultural backgrounds. As Gay (2000) noticed, culture is at the heart of all we do in the name of education, whether that is curriculum, instruction, administration, or performance assessmentme more frequent and inevitable. ThiHofstede (2001) that ) that art of all we do in the name of education, whether that is curriculum, instruction, administration, or performance assessmentme more frequent andvarious and dynamic cultural contexts, language educators have to come up with some feasible approaches to make their teaching practice more effective.References
[1] Carmona, A. J. (Ed.). (2010). Language Teaching and Learning in ESL Education: Current Issues, Collaborations and Practice. North Carolina: Kona Publishing and Media Group.
[2] Corbett, J. (2003). An Intercultural Approach to English Language Teaching. Clevedon: Multilingual Matters.
[3] Gay, G. (2003). Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press.
[4] Hofstede, G. (1986). Cultural Differences in Teaching and Learning. International Journal of International Relation, 10(3), 301-320.
[5] Hofstede, G. (2001). Culture’s Consequences: Comparing Values, Behaviors, Institutions an Organizations across Nations (2nd ed.). Thousand Oaks: Sage.
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