PRACTITIONER PERSPECTIVES AND PEDAGOGIES IN GLOBALLY-MINDED WORLD LANGUAGE EDUCATORS

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  • March 20, 2019
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  • Degler, Meghan
    • Affiliation: School of Education
Abstract
  • ABSTRACT Meghan Jones Degler: Practitioner Perspectives and Pedagogies in Globally-Minded World Language Educators (Under the direction of Jocelyn Glazier) Over the previous few decades, global education has become a buzzword among education researchers and practitioners mindful of the realities of a globalizing society. In these years, the field has grown to include multiple definitions and ideologies. Neoliberal ideals reflect the development of knowledge and skills for individual and corporate gain, centrist perspectives acknowledge an appreciation, awareness, and openness toward other cultures and perspectives, and liberal philosophies evidence a dedication to action and interaction in the name of social transformation. World language education literature possesses a similar ideological continuum that juxtaposes language learning for individual gain, developing awareness of cultural others, and using language skills to cross borders culturally and linguistically. To date, however, there are no empirical studies that connect these two ideologically similar fields. This project uses a collective case study design to explore the perspectives and accompanying practices of five globally-minded world language teachers who seek to incorporate global frameworks into world language instruction. Deductive coding connects teacher perspectives and practices with the existing theoretical and empirical literature on both global education and world language education. Findings in each case illustrate diverse teacher backgrounds with unique approaches to incorporating global frameworks into world language classes. Across cases, findings show a wide range of perspectives and practices, highlighting the multifaceted nature of the ideas that surround iv both fields. Implications of this study show a need for educational opportunities that help teachers connect their personal experience to their ideologies, make space for global experiences that contribute to content knowledge and teaching resources, and advocate educational policies that prioritize the incorporation of global frameworks into world language content. While the findings of this study are unique and context-dependent, they suggest that there is space in the scholarly conversation to include discussions of how world language education complements the broader goals of global education in both theory and practice.
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Advisor
  • Cain, J. Montana
  • Wooten, Jennifer
  • Rong, Xue Lan
  • Able, Harriet
  • Glazier, Jocelyn
Degree granting institution
  • University of North Carolina at Chapel Hill Graduate School
Graduation year
  • 2018
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