Dear Guillermo Rivera,

As you have rightly observed,  language is closely intertwined  with students'  culture and identity. Consequently, the way EFL teachers go about delivering their empowerment in local settings whose cultural norms and values differ from those of the western culture is really a very important issue.  In particular institutionalized settings, teacher empowerment does not mean unthoughtful freedom of action. Rather, it requires some sort of maturity which can help EFL teachers realize that the learners in the local setting are culturally unique. Such consideration is crucial and in line with Kumaravadivelu's (2012)  principle of " particularity" , which he describes  as " situational understanding". On this basis, the application of teacher empowerment should take account of the fact that particular groups of learners in particular settings have their particular sociocultural values. Ignoring such values leads to disapproval of the learners and mitigates the benefits of teacher empowerment in the long run. In point of fact, for the teacher empowerment to be effective, there is need for substituting globalization with glocalization.  

Best regards,

R. Biria

 Hi dear

It is a normal state to become a foreign language teacher with different culture and can be empowered and teach a language in a high level of professionality .Cultures everywhere usually encourage ethical consideration and pure moral things and here the role of the teacher existed where he/she can reinforce good things regardless of its origins. In teaching, we usually encourage our students to follow the ideal examples of the world showing them examples from different cultures. It is not a matter of specific culture as I think, it a matter of universal ethical considerations.

Liqaa 

Thank you, both, Liqaa Habeb and Biria Reza for your answers.

It is encouraging having peers that provide their thoughts so we can learn and better understand what we learn.

Guillermo.

You are welcome dear Guillermo 

Regards 

Liqaa 

I think that much cultural competence is needed when moving outside the U.S. for EFL. I stress the latter because I have experienced cultural insensitivity even within the U.S. as an international student. As such, my research has attempted to address the issue to include "diversity" training for facilitators. I have attached a few articles on the latter that I hope will be helpful for you.

Many thanks,

Debra 

Article Workforce Education and Development (WED): Graduate Students...

Data Generation I: International and invisible in a workforce edu...

Data Curriculum Inclusiveness Challenge: Responding to Multicultu...

Conference Paper Culturally Responsive ICT Integration into Teaching and Learning

Hello Debra Sharon Ferdinand-James:

Thank you very much for all the information you have shared, it is invaluable and I appreciate it very much.

This information certainly will aid in my quest for excellence.

I will keep you posted of the outcome of my Practicum Project.

Guillermo 

I was going to say, Don't, stop meddling in others' cultures on the basis of foreign values! However, Reza Biria says it all a whole lot better.

I am not sure what is meant by "empowerment". Are you referring to providing teachers with formal authority, or with improved education so as to increase the respect they are given? My impression is that teachers are held in high regard wherever I go. Also keep in mind that the "Western world" is a very abstract concept and there are many cultures within. The ANU Science Teaching and Learning Colloquium last week heard about "Indigenous students, indigenous perspectives". http://blog.highereducationwhisperer.com/2017/06/anu-science-teaching-and-learning.html

Dear Guillermo Rivera,

The English ownership has fueled a major controversy in TESOL education for the ensuing three decades. On the one hand, proponents of the Western Standard-English ideology assert that the English language is originally the language of Inner Circle territory, and should be utilized and instructed to non-native speakers in its standard variety which is considered superior to all other non-standard varieties (highly prestigious as an expression of western-centric identity). On the other hand, advocates of the World Englishes ideology maintain that a language that has become so far-reaching and which has endured fundamental transformations in each territory where it is spoken, fails to be the exclusive property of its native English speakers, and this ideology should be reflected in practice to legitimize NNS learners’ sense of identity.

All in all, there is urgency for educational policy makers, test developers, and EFL teachers in the fabric of target culture to address the linguistic, cultural, ideological and political concerns of the target community from a local to a global preference.