Socializing Influences Pertaining To Classroom Ecology and Interactive Reciprocity: A Need to Study ESL Teachers in Local Cultural Perspectives

Abstract

Globalization has established an intellectual hegemony. The studies conducted in academically and industrially advanced countries are being generalized for the rest of the world. Resultantly, the educational policies in the less developed or developing nations are being expounded with complete ignorance or marginal consideration of local cultural and academic context. This study conducts a detailed literature review on the issue of teacher socialization and socializing influences pertaining to classroom ecology and interactive reciprocity, both in the international context and indigenous perspective. The study, after deep analysis of related literature, concludes that teacher socialization is, fundamentally, a culturally rooted issue and when it is discussed in the international context, it is more important to discuss and understand this area in local cultural settings addressing indigenous requirements.