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dc.contributor.advisorHuddlestone, K.en_ZA
dc.contributor.authorPatel, Chirayush C.en_ZA
dc.contributor.otherStellenbosch University. Faculty of Arts and Social Sciences. Dept. of General Linguistics.en_ZA
dc.date.accessioned2012-03-13T23:34:05Zen_ZA
dc.date.accessioned2012-03-30T10:29:30Z
dc.date.available2012-03-13T23:34:05Zen_ZA
dc.date.available2012-03-30T10:29:30Z
dc.date.issued2012-03en_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/19969
dc.descriptionThesis (MPhil)--Stellenbosch University, 2012en_ZA
dc.description.abstractENGLISH ABSTRACT: The aim of this thesis is a qualitative examination of TESOL material, specifically New Headway Advanced [NHA] -3rd Edition (Soars & Soars: 2002), and the degree to which Cultural Awareness [CA] is present in the material. CA is herein defined as the use of empathy to explicitly examine the contextual variations which give rise to different languages and cultures with the aim of avoiding stereotypes and promoting a mediated third linguistic and cultural place which incorporates the variations of context inherent in a student’s L1 and WEs. The thesis provides an overview of TESOL methodology together with issues arising from postmethod views of TESOL. Qualifications for ESOL teachers, namely the CELTA and Cert.TESOL, are also examined with specific attention to their inclusion of references to CA. The examination of NHA is carried out with the use of Hofstede & Bond’s (1980) Dimensions of Cultural Variability to provide a dimensional profile of NHA. Finally there is a discussion of the extent to which CA is present in NHA and recommendations for the future development of ESOL and TESOL material.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die doel van hierdie tesis is om ‘n waardebepaling van TESOL materiaal te doen, veral New Headway Advanced (NHA) – 3e weergawe (Soars & Soars:2002), en die mate waarin Kulturele Bewustheid (KB) in die materiaal teenwoordig is. KB word in hierdie konteks gedefinieer as die gebruik van empatie vir die deeglike ondersoek van kontekstuele variasies wat lei tot verskillende tale en kulture ten einde stereotipering te vermy en ‘n bemiddelde derde taalkundige en kulturele plek te bevorder wat die kontekstuele variasies inherent in ‘n student se L1 en WE insluit. Die tesis voorsien ‘n oorsig van die TESOL metodologie saam met kwessies voortspruitend uit sieninge na die aanbieding daarvan. Kwalifikasies van onderwysers, naamlik CELTA en die TESOL sertifikaat, word ook ondersoek met spesifieke verwysing na KB. Die ondersoek van NHA word gedoen met behulp van Hofstede & Bond se (1980) Dimensions of Cultural Variability om ‘n dimensionele profiel van NHA te verskaf. Laastens is daar ‘n bespreking van die mate waarin KB teenwoordig is in NHA en aanbevelings vir die toekomstige ontwikkeling van ESOL en TESOL materiaal.af
dc.format.extent59, 67 p. : ill.en_ZA
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.subjectCultural awarenessen_ZA
dc.subjectEnglish language -- Study and teaching -- Foreign speakersen_ZA
dc.subjectEnglish language -- Problems, exercises, etc.en_ZA
dc.subjectDissertations -- Linguisticsen_ZA
dc.subjectTheses -- Linguisticsen_ZA
dc.titleCultural awareness in TESOL student and teacher materialen_ZA
dc.typeThesisen_ZA
dc.rights.holderStellenbosch Universityen_ZA


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