Advancing Students’ Global Competency through English Language Learning in Romania: An Exploratory Qualitative Case Study of Four English Language Teachers

ABSTRACT

An exploratory case study of four 5th- to 12th-grade English language teachers in a Romanian public, competitive, bilingual high school focused on how these English language teachers taught about American culture to enhance student growth in the areas of global competency. Specifically, the study explored: 1) How are English language teachers advancing and enhancing student growth in the area of global learning with little resources? (2) In what ways are teachers going beyond the usual topics (as required by the curriculum) to more complex conversations to advance their students’ global knowledge and enhance their global competency? The Global Teaching Model (GTM) was used as a conceptual framework. Qualitative data were collected through individual recorded interviews, classroom observations, teacher artifacts, and informal conversations for two weeks. Results showed that teachers attained the language goals for their students but needed further guidance on how to approach global issues at a transformative level. Teachers wanted more resources, sustained local and international partnerships and collaborations, and focused trainings toward a deep critical exploration of global education. Recommendations for future research involve an emphasis on action research-design studies that encourage reflexivity and self-examination toward sociocultural consciousness and global partnerships.

KEYWORDS:

• English language teaching
• global competency
• globally prepared teachers
• resources
• supports

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This work was supported by the International Studies & Programs (UMSL Global), University of Missouri–St. Louis.