Publication Date
2011
Degree Name
Master of Arts in Teaching (MAT)
First Advisor
Susan Barduhn
Abstract
This paper explores my decisions concerning texts in the EFL classroom in the post-communist cities of Bruntál, Czech Republic in 1993 and Bila Tserkva, Ukraine in 2005. By examining my use of Slavic folklore in these EFL contexts, through the lenses of post-colonialism, folklore studies, and globalization, it is apparent that what has motivated my students has not necessarily been consistent with the goals of post-colonialism, i.e., the development and maintenance of national cultural values. In fact, students have been found to be most motivated by the use of texts they share a fondness for and a familiarity with, regardless of the origins of these texts. This discussion includes the following: a discussion of current post-colonial theory and how that relates to EFL teaching; a rationale for using folklore to establish national values; a contextual description of Bruntál in 1993, including linguistic history, a description of the educational institution, a comparison between Czech and Russian language and folklore, and a discussion of attempts to use folklore; a contextual description of Bila Tserkva in 2005, including linguistic history, a description of the educational institution, a comparison between Ukrainian and Russian language and folklore, a discussion of attempts to use folklore, and a discussion of attempts to use products of global mass culture; an update on Czech attitudes toward global mass culture and the current foreign-language curriculum in Bruntál; and finally, a conclusion.
Disciplines
Bilingual, Multilingual, and Multicultural Education | Education | Teacher Education and Professional Development
Recommended Citation
Anderson, Erin C., "Folklore or Britney Spears: EFL Decisions in an Increasingly Global World" (2011). MA TESOL Collection. 508.
https://digitalcollections.sit.edu/ipp_collection/508
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Teacher Education and Professional Development Commons
