School of Languages and Linguistics - Theses
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ItemIntegration of foreign culture into pre-service EFL teacher education: a case study of Saudi Arabia( 2008)Language and culture are inseparable, and if they are not presented together, teaching language is inaccurate and incomplete. Nowadays, cultural training is a core component in many second language curricula designs. In the case of Foreign Language (FL) education, the place of Foreign Culture (FC) has been minimised in two key areas: policy and practice. First, researchers have found that teachers often lack a profound understanding of the place of FC in EFL teaching. Secondly, EFL is also influenced by global factors, and the place of FC is often not substantiated in language teacher education policy. Accordingly, previous research suggests the need to investigate the place of FC in pre-service EFL teacher education for potential integration, especially within mono-cultural, conservative contexts.The aim of this doctoral thesis is to develop concepts relevant to the integration of FC into pre-service EFL teacher education. To achieve this, a qualitative case study of the pre-service EFL teacher education at selected Saudi Teachers Colleges has been conducted. Data has been gathered through document analysis and classroom observation. Further, interviews with the stakeholders including policymakers, academic EFL instructors and pre-service EFL teachers themselves have been conducted. Qualitative data analysis techniques have followed inductive, cyclical approaches and self-reflection with a focus on the current surrounding conditions of the place of FC in policy and practice. (For complete abstract open document)