Exploring pedagogical strategies to integrate a holistic approach to education into ESL classes |
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Authors: | Yiching Jean Chiu |
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Institution: | (1) English Department, Wenzao Ursuline College of Languages, Taiwan, 900 Mingtsu 1st Road, Kaohsiung, Taiwan |
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Abstract: | Holistic education is a popular trend in the midst of various educational reforms, yet little systematic research has been
done to consider its application in the teaching of English as a Foreign Language (EFL) and English as a Second Language (ESL)
for Asian Chinese learners. According to the New Zealand Ministry of Education, holistic education is defined as an approach
to teaching to include the physical, social, emotional, cultural, and cognitive dimensions of a person’s growth. Education
reform in Taiwan has adopted a Western constructivist approach. However, in Confucian Heritage Culture (CHC), open teacher–student
and student–student interactions are not as common as they are in the social constructivist model found in the Anglo-Saxon
culture. CHC values social harmony, teachers’ authority, and silence to avoid confrontation. Without understanding the affective
and social environment in the Western context, holistic education is unlikely to be successfully implemented in Taiwan. The
purpose of this research is to understand the contextualization of the holistic environment and pedagogical strategies that
nurture student–teacher and student–student interactions in a holistic approach to EFL. This study utilized qualitative research
methods of observation and in-depth interviews of New Zealand English teachers and observed the pedagogical practices in New
Zealand English classes. This research provided effective pedagogical strategies for implementing the social and affective
support of a holistic educational approach for Asian EFL students.
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Keywords: | Holistic education EFL Student– student and student– teacher interactions |
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