English School Teachers with a Background in Translation Studies: Exploring Multiculturalism in School Curriculum
محورهای موضوعی : نشریه زبان و ترجمه
فرزانه احسانی
1
(دانشگاه پیام نور مرکز فسا)
کلید واژه: high school, multicultural education, Multiculturalism, English Curriculum,
چکیده مقاله :
This study aimed to examine the status of multiculturalism in the English curriculum in Iran from the viewpoint of high school teachers and students. To this aim, a quantitative survey method was used. The participants recruited for this study consisted of two groups. The first group included 250 high school students who were selected through convenience sampling from a representative sample of high schools in Fars Province in Iran. The second group consisted of 150 EFL teachers with a background in translation studies who were selected through convenience sampling. They were selected from the EFL teachers at high schools in Fars Province in Iran. There were two instruments used in this study. The first instrument involved a questionnaire with 20 5-Point-Likert items, which was developed for eliciting the students’ perspectives about the application of multicultural education in teaching English to Iranian high school students. The second instrument consisted of 40 -point- Likert items, which was developed for measuring the teachers’ perspectives about the application of multicultural education in teaching English to Iranian high school students. Data analysis was conducted using descriptive statistics and one-sample t-tests. The results of data analysis showed that multicultural education is not appropriately applied in English curriculum of Iranian high schools. Teachers may need more information and training regarding the positive effects of a multicultural education on all learners. Thus, multicultural education should be implemented in the ELT curriculum, introducing students to an excellent and challenging range of world literature.
این مطالعه با هدف بررسی وضعیت چندفرهنگی در برنامه درسی انگلیسی در ایران از دیدگاه دبیران و دانش آموزان دبیرستان انجام شد. برای این منظور ، از روش پیمایشی کمی استفاده شد. شرکت کنندگان برای این مطالعه از دو گروه تشکیل شده بودند. گروه اول شامل 250 دانش آموز دبیرستانی بود که از طریق نمونه گیری در دسترس از یک نمونه نماینده دبیرستانهای استان فارس انتخاب شدند. گروه دوم متشکل از 150 معلم EFL بود که از طریق نمونه گیری آسان انتخاب شدند. آنها از میان معلمان EFL در دبیرستانهای استان فارس انتخاب شدند. در این مطالعه از دو ابزار توسعه یافته محقق استفاده شده است. ابزار اول شامل 20 مورد 5 نقطه ای - لیکرت بود ، که برای استخراج دیدگاه دانش آموزان در مورد استفاده از آموزش چند فرهنگی در آموزش انگلیسی به دانش آموزان دبیرستان ایرانی تهیه شده است. ابزار دوم شامل 40 مورد از موارد لیکرت بود که برای سنجش دیدگاه معلمان در مورد کاربرد آموزش چند فرهنگی در آموزش انگلیسی به دانش آموزان دبیرستان ایرانی تهیه شده است. تجزیه و تحلیل داده ها با استفاده از آمار توصیفی و آزمون های t تک نمونه ای انجام شد. نتایج تجزیه و تحلیل داده ها نشان داد که آموزش چند فرهنگی به درستی در برنامه درسی انگلیسی دبیرستان های ایران اعمال نمی شود. مفهوم اصلی یافته ها این است که آموزش چند فرهنگی باید در تلاش برای کاهش شکاف پیشرفت دانش آموزان از جامعه غالب و دانش آموزان از زمینه های مختلف فرهنگی باشد.
Ahmadi, J. A. S., & Sadeghi, A. (2016). Designing and validating multicultural curriculum model in Iran public educational. Journal of Curriculum Studies (JCS), 10(39), 71-108.
Alghamdi, Y. (2017). Multicultural education in the US: Current issues and suggestions for practical implementations. International Journal of Education, 9(2), 44-52.
Bangura, Y. (2018). Multicultural Education: The relationship between preservice teachers' multicultural self-efficacy and cultural awareness when teaching in multicultural classrooms. Bowling Green State University,
Cochran-Smith, M. (2003). Standing at the crossroads: Multicultural teacher education at the beginning of the 21st century. Multicultural perspectives, 5(3), 3-11.
Colombo, M. (2013). Introduction. Pluralism in education and implications for analysis. Italian Journal of sociology of education, 5(2).
Danzi, J., Reul, K., & Smith, R. (2008). Improving Student Motivation in Mixed Ability Classrooms Using Differentiated Instruction. Online Submission.
Daryai-Hansen, P., Gerber, B., Lörincz, I., Haller, M., Ivanova, O., Krumm, H.-J., & Reich, H. H. (2015). Pluralistic approaches to languages in the curriculum: The case of French-speaking Switzerland, Spain and Austria. International Journal of Multilingualism, 12(1), 109-127.
Gay, G. (2004). The importance of multicultural education. The curriculum studies reader, 315, 320.
Giselbrecht, M. (2009). Pluralistic approaches–A long overdue paradigm shift in education. Scottish Languages Review, 20, 11-20.
Gollnick, D. M., & Chinn, P. C. (2013). Multicultural education in a pluralistic society: Pearson Higher Ed.
Hamidizadeh, K., Fathi Vajargah, K., Arefi, M., & Mehran, G. (2018). The Systematic Analysis of Multicultural Education in Iran. jiera, 12(42), 25-38.
McConnell, K. F. (2008). Inventing pluralistic education: Compulsory schooling as technique of democratic deliberation. Indiana University,
Mohammadzadeh, B. (2009). Incorporating multicultural literature in English language teaching curriculum. Procedia-Social and Behavioral Sciences, 1(1), 23-27.
Motamed, H. R., Yarmohammadian, M. H., & Yousefy, A. Presenting Pluralistic model for curriculums of Iranian Higher Education.
Ngo, B. (2010). Doing “diversity” at Dynamic High: Problems and possibilities of multicultural education in practice. Education and Urban Society, 42(4), 473-495.
Ogletree, Q., & Larke, P. J. (2010). Implementing multicultural practices in early childhood education. Paper presented at the National Forum of Multicultural Issues Journal.
Okoye-Johnson, O. (2011). Does multicultural education improve students’ racial attitudes? Implications for closing the achievement gap. Journal of Black Studies, 42(8), 1252-1274.
Reed, M. (2010). Multicultural music: A partner for 21st century skills. Illinois Music Educator, 71(2), 94-95.
Sadeghi, A. (2010). REVIEWING THE NATIONAL CURRICULUM OF THE IR OF IRAN USING A MULTI-CULTURAL APPROACH.
Sharma, S. (2005). Multicultural education: Teachers perceptions and preparation. Journal of College Teaching & Learning (TLC), 2(5).
Stika, P. (2012). The role of values in teaching. In: Bachelor thesis, Masaryk University. Retrieved from http://is. muni. cz/th ….
Stilwell, F. (2006). Four reasons for pluralism in the teaching of economics. Australasian Journal of Economics Education, 3(1-2), 42-55.
Taylor, R., Kumi-Yeboah, A., & Ringlaben, R. P. (2016). Pre-Service Teachers' Perceptions towards Multicultural Education & Teaching of Culturally & Linguistically Diverse Learners. Multicultural Education, 23, 42-48.
