Special Issue on Internalization Perspective: Developments in Language Teaching and Research in Matters of Globalization and Cross-Cultural Exchanges

Submission Deadline: Sep. 10, 2020

This special issue currently is open for paper submission and guest editor application.

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Special Issue Flyer (PDF)

  • Special Issue Editor
    • Faten Zahran
      Department of English Language, Horus University, Mansoura, Egypt
    Guest Editors play a significant role in a special issue. They maintain the quality of published research and enhance the special issue’s impact. If you would like to be a Guest Editor or recommend a colleague as a Guest Editor of this special issue, please Click here to fulfill the Guest Editor application.
    • Ali Qoura
      Department of EFL Methodology, Mansoura University, Mansoura, Egypt
  • Introduction

    Baumgardner (2006) emphasized that communication is the main purpose of learning a foreign language. If teaching English takes place in a separate way from language society and culture, learners will meet difficulties concerning comprehensible communication with native speakers. Therefore, culture awareness is a vital component for successful communication. Moreover, a number of studies (e.g., Genc and Bada, 2005; Agudelo, 2007; Longo, 2008; Razi, 2012) assured that incorporating culture in teaching language develops the language skills besides raising culture knowledge and accepting different values and beliefs. Additionally, a number of researchers (e.g., Al-Fahadi (2006, cited in Al-Fahadi, 2012); Gonen and Saglam, 2012; Shukri, 2014) investigated teachers' perception towards teaching culture. They confirmed that teachers recognize the implication of teaching culture inside classrooms. On the other hand, a number of scholars (e.g., Ayvazoğlu, 2002; Falay, 2002; Sinanoğlu, 2002; Şen, 2002 cited in ÖNALAN 2005) believe that teaching culture has a negative effect on one's own language and awareness. Consequently, there is a need to explore teachers' perception towards teaching culture. Furthermore, there is a need to examine the impact of culture teaching on students’ language skills and attitudes.
    Aims and Scope:
    1. Internalization
    2. Global teaching
    3. Intercultural awareness
    4. Multucltural competence
    5. Students attitudes
    6. Language culture teaching
    7. EFL teachers perceptions towards teaching culture

  • Guidelines for Submission

    Manuscripts can be submitted until the expiry of the deadline. Submissions must be previously unpublished and may not be under consideration elsewhere.

    Papers should be formatted according to the guidelines for authors (see: http://www.journaloflanguage.org/submission). By submitting your manuscripts to the special issue, you are acknowledging that you accept the rules established for publication of manuscripts, including agreement to pay the Article Processing Charges for the manuscripts. Manuscripts should be submitted electronically through the online manuscript submission system at http://www.sciencepublishinggroup.com/login. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal and will be listed together on the special issue website.

  • Published Papers

    The special issue currently is open for paper submission. Potential authors are humbly requested to submit an electronic copy of their complete manuscript by clicking here.

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