Proceeding of International Conference on Cultures & Languages
The International Conference on Cultures & Languages (ICCL) provides an interdisciplinary forum for scholars, researchers, educators, practitioners, and cultural professionals to examine the dynamic relationships between language, culture, society, identity, knowledge, and technological transformation. The conference welcomes theoretical, empirical, comparative, and interdisciplinary studies that explore how languages and cultures evolve, interact, and contribute to addressing contemporary global challenges. Its scope encompasses research on language and linguistics, literature and cultural studies, language education and pedagogy, translation and interpreting, communication and media, cultural heritage and preservation, anthropology and society, intercultural communication, digital humanities and emerging technologies, globalization and cultural diversity, religious and cultural traditions, creative industries and the arts, multilingualism, migration and identity, indigenous and local knowledge, and language and culture in sustainable development. The conference also encourages innovative research connecting language and cultural studies with education, technology, social transformation, environmental sustainability, and global citizenship. Through interdisciplinary dialogue and international collaboration, ICCL seeks to advance new perspectives on how language and culture can foster mutual understanding, cultural resilience, inclusive knowledge production, and sustainable global communities.
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GLOCALIZATION IN TEACHING LITERAL READING: BRIDGING GLOBAL CONTENT WITH LOCAL CONTEXTS
Ana Wiyasa Nugrahawat
Vol. 2 No. 1 (2024): Proceeding of International Conference on Cultures & Language 2024 167-182
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DOI: 10.22515/mqx2gj38
This study investigates the application of glocalization in the teaching of literal reading comprehension. Glocalization, a concept merging global and local perspectives, is gaining prominence in language education. By blending globally recognized literary works with local cultural contexts, educators aim to create a more engaging and relevant reading experience for students. This abstract investigates into the theoretical foundations of glocalization and provides practical insights into its implementation in reading instruction. This research is conducted in English education program study. The method of this research is qualitative descriptive research. The researcher found the data through interview, observation, and document analysis. The researcher observed and interviewed the participant about the local context in teaching learning activities. The participants are the lecturer and 30 (thirty) students. Drawing on examples from diverse educational settings, it highlights the benefits of glocalization in developing students' literal reading skills and supporting intercultural competence. Through glocalization, educators bridge the gap between global content and local contexts, empowering students to critically engage with texts while appreciating their own cultural identities