Presenter Information
Dr. Nur Masarwa
School of Education
Abstract
This qualitative, phenomenological study investigates the impact of culture on media choices in English as a Foreign Language (EFL) classrooms within an Arab region in Israel. In addition to traditional grammar-focused instruction, EFL instructors in Israel integrate technology and media to expose students to authentic English pronunciation and cultural communication. However, this technological integration not only facilitates global material transfer but also triggers shifts in different life dynamics. The EFL curriculum, shaped by Western and Jewish ideologies and overseen by the Ministry of Education, faces a critical gap: the lack of representation of Palestinian Arabs. This absence results in conflicts related to teaching methods and identity formation within the Arab sector. Guided by the frameworks of technological and cultural determinism, this research poses a pivotal question: How do Arab EFL teachers in Israel teach authentic English using media and navigate the potential cultural differences that may arise from this exposure? Through semi-structured interviews, data from seven Arab EFL teachers reveal that culture significantly influences their pedagogical choices regarding media integration. Despite recognizing the potential of technology, teachers employ strategies such as avoiding certain media or editing content to preserve their own culture and religion, which may inadvertently impact implicit language acquisition. Furthermore, the absence of Arab representation in media and textbooks perpetuates Western cultural superiority, affecting Arab students’ perceptions of their own culture. Consequently, this study advocates for a comprehensive curriculum design and an inclusive digital educational environment that emphasizes diverse cultural perspectives.
Keywords: EFL Pedagogy, Cultural Determinism, Technology Determinism, TAM
School
School of Education
Advisor
Dr. Joseph Kush
Submission Type
Paper
Publication Date
2024-03-17
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Technology Commons, International and Comparative Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons
Digital Inclusivity Matters: Media Selection Among Arab English Teachers
This qualitative, phenomenological study investigates the impact of culture on media choices in English as a Foreign Language (EFL) classrooms within an Arab region in Israel. In addition to traditional grammar-focused instruction, EFL instructors in Israel integrate technology and media to expose students to authentic English pronunciation and cultural communication. However, this technological integration not only facilitates global material transfer but also triggers shifts in different life dynamics. The EFL curriculum, shaped by Western and Jewish ideologies and overseen by the Ministry of Education, faces a critical gap: the lack of representation of Palestinian Arabs. This absence results in conflicts related to teaching methods and identity formation within the Arab sector. Guided by the frameworks of technological and cultural determinism, this research poses a pivotal question: How do Arab EFL teachers in Israel teach authentic English using media and navigate the potential cultural differences that may arise from this exposure? Through semi-structured interviews, data from seven Arab EFL teachers reveal that culture significantly influences their pedagogical choices regarding media integration. Despite recognizing the potential of technology, teachers employ strategies such as avoiding certain media or editing content to preserve their own culture and religion, which may inadvertently impact implicit language acquisition. Furthermore, the absence of Arab representation in media and textbooks perpetuates Western cultural superiority, affecting Arab students’ perceptions of their own culture. Consequently, this study advocates for a comprehensive curriculum design and an inclusive digital educational environment that emphasizes diverse cultural perspectives.
Keywords: EFL Pedagogy, Cultural Determinism, Technology Determinism, TAM