In teaching a foreign language (FL), some cultural specificities (defined under the rubric of ‘little-c culture’) may totally conflict with the cultural norms of the learners’ first language (L1). To prevent such imminent problems, this paper recommended that the FL syllabus be designed in a way so as to equip learners with an intimate knowledge of the target language culture, and that la...

various studies on the national policy on education (npe) have concentrated on the cognitive value of pedagogy and learning of the language aspect but few have viewed its importance on the togetherness of the nation - nigeria. this paper deals with how the language policy can influence and ensure the co-existence of nigeria in achieving self-actualisation, national unity, social, cultural, econ...

Despite the global spread of English, it seems that voices from Persian-speaking teachers concerning English as an international language (EIL) teaching methods and materials are underrepresented. The present study set out to explore how nonnative Persian-speaking English language teachers respond to the increasing global dominance of EIL and native- and non-native-speakers’ language norms with...

The current paper aims to introduce the ‘Reading to Learn, Learning to Write” (R2L) pedagogy [11] and its application in teaching Chinese narrative writing to non-Chinese speaking (NCS) students in Hong Kong. Based on the needs of the NCS students in Chinese language learning for education and employment in Hong Kong, R2L pedagogy functions as an effective toolkit for L1 Chinese teachers to tea...

Though learner-centered paradigm of education has long been introduced to pedagogy in general and language teaching in particular, it seems that scant heed has been given to its implementation as well as the restrictions and challenges on its way. In an attempt to shed more light on the status of learner-centered instruction in Iranian language schools, particularly as regards the imped...

The profession of second language teaching has experienced fundamental fluctuations in both theory and practice. With its own proponents and opponents, the postmethod was considered as the practical and reasonable solution to the limitations of the confining concept of the method. The purpose of this qualitative study was to elicit nonnative EFL teachers’ viewpoints and perceptions regarding po...

This article discusses findings from a research project with emergent bilingual youth in Phoenix, Arizona. focused on how critical intercultural language pedagogy impacts and what methods of performative teaching drama practitioners employ the English as an Additional Language (EAL) class through engaging aspects Youth Participatory Action Research methodology (YPAR) taking Mantle Expert approa...

Studies on language proficiency of foreign teachers have evoked considerable interest in recent decades. However, only mainstream core skills been propounded line with the framework conventional approaches that ignored critical perspectives. Although theory emanating from ideas Marx has produced pedagogy aims to enable individuals approach any subject or issue a socio-political perspective, its...