Classify And Authorize A Pedagogical Program Of Global Citizenship Pedagogy In Foundational School Of Iran’s Scholastic Structure
Keywords:
Pedagogical program, ; Global Citizenship Pedagogy, Foundational School;Abstract
This Language Instructor Comprehension (LIC) study primarily explores language Instructors’ beliefs
and practices about a common Advised Second Language Procurement (ASLP) construct: Grammar
Learning (GL). This study also aims to investigate to what extent Instructor beliefs and practices
compromise with each other and cognitive and contextual factors behind their comprehension. The
data were collected through interviews, observations, and stimulated recall with the Instructors.
The findings after a cross-case analysis revealed that course book-based beliefs, experience-based
beliefs, lack of theoretical knowledge and inclination for communicative activities influence what
Instructors believe about GL. There are both congruent and incongruent relationships between
beliefs and practices varying from one Instructor to another due to the effect of experiential
knowledge, unconscious decisions, and some contextual factors. The findings can contribute to the
integration of LIC into ASLP studies, and to LIC framework by exploring the effects of many variables
on Instructors’ decision-making processes.
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Copyright (c) 2021 M. Irfan Khan
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