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dc.SupervisorDr Christopher Hill-
dc.contributor.authorEMARA, TAREK MAHMOUD IBRAHIM-
dc.description.abstractOver the past years, many debates have been raised over certain variables that have great influences on teaching English to second language learners. Of these, cultural diverse identities stand distinguished in the queue. To hit the main purpose of the current study, a qualitative method is used to examine to what extent the teaching of English language teachers (ELTs) is influenced by their awareness of multicultural identities in classrooms, especially when they have limited conceptions of the issue, tackling it in terms of certain socio-cultural theories. Two methodological tools have been employed: a classroom observation and an interview with each of the participant ELT. The present study tackles four major points: a) How do the ELTs, native and non-native, perceive multicultural identities in their classrooms? b) How ELTs’ performances are affected, positively or negatively, by this situation? c) How do the ELTs make use of their potentials to handle such a situation? And d) What are the relevant and effective strategies that should be adopted to promote the ELTs’ performances when teaching in such classrooms?en_US
dc.publisherThe British University in Dubai (BUiD)en_US
dc.subjectmulticultural identitiesen_US
dc.subjectEnglish Language Teachers (ELTs)en_US
dc.subjectsecond language learnersen_US
dc.titleThe Impact of Multicultural Identities in Classrooms on the Practice of English Language Teachers: A Case Study of Native and Non-Native English Language Teachersen_US
dc.LocationTD 1040 EMA-
Appears in Collections:Dissertations for Teaching English to Speakers of Other Languages (TESOL)

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