Global Voices: A Student-Centered Guide to Teaching English as an International Language

Author

Megan M. McAra, University of San FranciscoFollow

Date of Graduation

Spring 5-18-2017

Document Access

Project/Capstone - Global access

Degree Name

Master of Arts in Teaching English to Speakers of Other Languages (TESOL)

College/School

School of Education

Department/Program

Teaching English as a Second Language

First Advisor

Dr. Sedique Popal

Abstract

It is time for change in the world of English language teaching. The dominant view and practice of teaching English as a neutral, straight-forward act of imparting “objective” grammatical, phonological and semantic knowledge to passive students does not serve the interest or needs of the estimated 1.5 billion students learning English in today’s interconnected, dynamic world. Critical theories and approaches such as critical pedagogy, critical literacy, and the participatory approach can help identify this problem and offer solutions, yet little has been done to apply and translate these theories into practical, useable materials for teachers in the classroom. This project intends to fill this gap by offering a guide that applies critical theories, integrates World Englishes, and offers interactive resources, tools and sample lessons to support teachers in creating a dynamic, adaptable, student-centered curriculum that reflects the diversity of student experience and encourages self-reflection and a questioning stance while students explore and expand their own voice.

Recommended Citation

McAra, Megan M., "Global Voices: A Student-Centered Guide to Teaching English as an International Language" (2017). Master's Projects and Capstones. 541.
https://repository.usfca.edu/capstone/541