Digital echoes of heritage: toward a culturally balanced pedagogy in technology-enhanced bilingual education

Purpose This study aims to investigate the integration of heritage language and culture in technology-enhanced bilingual education and examine the dominance of the English language and culture in computer-assisted language learning settings. Design/methodology/approach This research used a narrative...

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Veröffentlicht in:Journal for multicultural education Jg. 18; H. 1/2; S. 192 - 205
1. Verfasser: Davoodi, Amin
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Bingley Emerald Publishing Limited 25.04.2024
Emerald Group Publishing Limited
Schlagworte:
Attitudes
Bilingual education
Bilingual Schools
Bilingual Students
Bilingual Teachers
Bilingualism
CAD
Computer aided design
Computer assisted language learning
Cultural heritage
Cultural transmission
Culture
Curricula
Dominance
Educational Environment
English language
Hegemony
Heritage language
Language acquisition
Language attitudes
Language culture relationship
Language Skills
Learning
Research design
Research methodology
Second Language Learning
Teachers
Teaching
Teaching Methods
Technology
Vocabulary Development
United States > US
Texas
Iraq
English language education
Technology-enhanced bilingual education
Cultural cringe
Computer-assisted language learning (CALL)
Heritage language and culture
ISSN:2053-535X, 2053-5368, 2053-535X
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Zusammenfassung:Purpose This study aims to investigate the integration of heritage language and culture in technology-enhanced bilingual education and examine the dominance of the English language and culture in computer-assisted language learning settings. Design/methodology/approach This research used a narrative inquiry methodology. The data came from semi-structured interviews with 25 bilingual teachers in the Kurdistan region of Iraq and Texas. Findings The study found a significant bias in the use of technology toward the target language, often at the expense of heritage language and culture. The curricula analyzed were predominantly focused on superficial cultural elements of the target language, leading to a neglect of deeper cultural engagement. Originality/value This research highlights the phenomenon of cultural cringe within bilingual education and the skewed use of technology toward the target language.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2053-535X
2053-5368
2053-535X
DOI:10.1108/JME-10-2023-0107