First Advisor

Kimberley Brown

Term of Graduation

Spring 1997

Date of Publication

6-9-1997

Document Type

Thesis

Degree Name

Master of Arts (M.A.) in Teaching English to Speakers of Other Languages

Department

Teaching English as a Second Language

Language

English

Subjects

Peace -- Study and teaching, English language -- Study and teaching -- Foreign speakers

DOI

10.15760/etd.7223

Physical Description

1 online resource (vii, 150 p.)

Abstract

This study offers an exploration of peace education ESUEFL classes, from the perspective of the teacher and the students. Using questionnaires designed by the researcher, qualitative and quantitative survey data were collected from a convenience sample of thirteen ESUEFL teachers and seventy ESUEFL students. The teacher survey focuses on the following questions: 1) How do ESI.JEFL teachers define peace education; 2) Why have some ESUEFL teachers decided to teach peace education in their classes; and 3) How do ESUEFL teachers incorporate peace education into their classes. The student survey carried out in three EFL classes in Israel, Italy, and Japan and one ESL class in the United States addresses the following questions: 1) Do any patterns emerge when examining the group of student subjects who show the greatest interest in peace issues; 2) Do any patterns emerge when examining the group of student subjects who show the least interest in peace issues; 3) Which materials do students find the most interesting and the most useful for improving their English; 4) Which activities do students like the most and find the most useful for improving their English. Results from the teacher survey indicate that variation exists among teachers' definitions of peace education as well as the way in which teachers incorporate peace education into the ESUEFL class. With regard to a rationale for teaching peace education, the category of response mentioned most frequently was "responsibility of the ESUEFL teacher". Student survey results seem to indicate that most subjects in the four participating classes were interested in and comfortable with peace issues. There appeared to be a connection between time spent in another country and interest in peace issues. Materials used in the four classes varied, and therefore no comparisons could be made. Among the activities assessed, group discussions scored highest in three classes as the activity that subjects liked the most. In all four classes, group discussions scored highest as the activity that helped subjects to improve their English the most.

Rights

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Comments

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Persistent Identifier

https://archives.pdx.edu/ds/psu/30707

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