scholarly journals Viewpoints of Intercultural Competence Development in English Language Teaching / Learning Classroom

Verbum ◽  
2010 ◽  
Vol 1 ◽  
pp. 95-105
Author(s):  
Roma Kriaučiūnienė ◽  
Auksė Šiugždinienė
Keyword(s):  
Intercultural Competence ◽  
Cultural Awareness ◽  
English Language ◽  
Language Teaching ◽  
Research Problem ◽  
English Language Teaching ◽  
Language Studies ◽  
Language Classes ◽  
Language Classroom ◽  
Teaching Learning

The article presents an analysis of viewpoints on the development of intercultural competence in the English language teaching/learning classroom. Intercultural competence, acknowledged as the key component of foreign language studies, increases the need to adapt teaching methods and materials to raise learners’ cultural awareness. The following research problem is formulated: how schoolchildren’s intercultural competence is developed at schools during English language classes and what the preconditions of its improvement are. Based on the survey carried out at secondary schools and gymnasiums, the article presents the findings on the ninth and tenth formers’ viewpoints regarding the extent to which cultural activities are incorporated into their English language classroom. The respondents’ answers indicated that the present practices for the development of intercultural competence in the English language classroom are not sufficient. A conclusion is made that the English language teaching/ learning process should be more purposefully aimed at developing all the dimensions of learners’ intercultural competence.

scholarly journals Teaching Culture through Reading Literature in English Language Teaching

2021 ◽  
Vol 18 (2) ◽  
pp. 185-203
Author(s):  
Leonarda Lovrović ◽  
Cathy-Theresa Kolega
Keyword(s):  
English Language Learners ◽  
Social Relations ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
University Education ◽  
Literary Texts ◽  
Teaching Culture

English as a lingua franca (ELF) has become a standardized mode of communication between diverse sociocultural groups. Besides linguistic competence, English language learners should possess adequate intercultural competence to establish successful social relations worldwide. Therefore, one of the main objectives of English language teaching (ELT) has become the development of intercultural speakers (Byram 1997; Kramsch 1998). One way of achieving this is by using literature in the classroom because learners interpret literary texts from their personal experience and are thus engaged both at a cognitive and an emotional level. Their individual interpretations can nevertheless also lead to generalizations and enforcement of stereotypes about foreign cultures. Hanauer (2001) has developed a method called focus-on-cultural understanding to expose learners to different interpretations. The study explores whether his method can be successfully applied in the context of Croatian university education. The method has proven to be effective for raising learners’ cultural awareness, which could lead to further development of their intercultural competence.

scholarly journals Culture and complexity through English as a lingua franca: rethinking competences and pedagogy in ELT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Will Baker
Keyword(s):  
Intercultural Communication ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Language And Culture ◽  
Language Pedagogy ◽  
Nation States ◽  
Meaningful Category

AbstractEnglish as a lingua franca (ELF) research highlights the complexity and fluidity of culture in intercultural communication through English. ELF users draw on, construct, and move between global, national, and local orientations towards cultural characterisations. Thus, the relationship between language and culture is best approached as situated and emergent. However, this has challenged previous representations of culture, particularly those centred predominantly on nation states, which are prevalent in English language teaching (ELT) practices and the associated conceptions of communicative and intercultural communicative competence. Two key questions which are then brought to the fore are: how are we to best understand such multifarious characterisations of culture in intercultural communication through ELF and what implications, if any, does this have for ELT and the teaching of culture in language teaching? In relation to the first question, this paper will discuss how complexity theory offers a framework for understanding culture as a constantly changing but nonetheless meaningful category in ELF research, whilst avoiding essentialism and reductionism. This underpins the response to the second question, whereby any formulations of intercultural competence offered as an aim in language pedagogy must also eschew these simplistic and essentialist cultural characterisations. Furthermore, the manner of simplification prevalent in approaches to culture in the ELT language classroom will be critically questioned. It will be argued that such simplification easily leads into essentialist representations of language and culture in ELT and an over representation of “Anglophone cultures.” The paper will conclude with a number of suggestions and examples for how such complex understandings of culture and language through ELF can be meaningfully incorporated into pedagogic practice.

Teaching oral requests

Pragmatics ◽  
2013 ◽  
Vol 23 (3) ◽  
pp. 499-517 ◽  
Author(s):  
Eleni Petraki ◽  
Sarah Bayes
Keyword(s):  
Conversation Analysis ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Appropriateness ◽  
Language Classroom ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Everyday Communication

Research in English language teaching has highlighted the importance of teaching communication skills in the language classroom. Against the backdrop of extensive research in everyday communication, the goal of this research was to explore whether current discourse analytic research is reflected in the lessons and communication examples of five English language teaching textbooks, by using spoken requests as the subject of investigation. The textbooks were evaluated on five criteria deriving from research on politeness, speech act theory and conversation analysis. These included whether and the extent to which the textbooks discussed the cultural appropriateness of requests, discussed the relationship of requests and other contextual factors, explained pre-sequences and re-requests and provided adequate practice activities. This study found that none of the coursebooks covered all of the criteria and that some coursebooks actually had very inadequate lessons. The results of the textbook analysis demonstrate that teachers using these five coursebooks and designers of future coursebooks must improve their lessons on requests by using pragmatics research and authentic examples as a guide.

scholarly journals O trabalho com uma sequência didática de receitas em língua inglesa em uma escola pública

Horizontes ◽  
2014 ◽  
Vol 32 (1) ◽  
Author(s):  
Ana Paula Marques Beato-Canato ◽  
Vera Lúcia Lopes Cristovão
Keyword(s):  
Public School ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
School Year ◽  
Pen Pal ◽  
Interactionist Perspective ◽  
Development Of Language ◽  
Teaching Learning ◽  
Learning Language

Em uma perspectiva interacionista sociodiscursiva, advogamos que, para alcançar seus objetivos, o trabalho com línguas na rede regular pública de ensino pode ser planejado em sequências didáticas organizadas em torno degêneros textuais. Tais unidades visam ao desenvolvimento de capacidades de linguagem, entendidas como “aptidões requeridas para a realização de um texto numa situação de interação determinada” (DOLZ; PASQUIER; BRONCKART, 1993, p.30). A partir desses pressupostos, sequências didáticas foram aplicadas a alunos de uma escola municipal de Joinville, ao longo de um ano escolar, com o objetivo de possibilitar a participação efetiva em um projeto de troca de correspondências. Dentre os gêneros abordados, selecionamos receitas culinárias para o escopo deste artigo, que visa, assim, descrever o material elaborado e analisar as produções de um aluno de modo a ilustrar oportunidades (ou não) de desenvolvimento de capacidades de linguagem possibilitadas por um trabalho dessa natureza. Palavras-chave: Interacionismo Sociodiscursivo; gênero textual receita culinária; sequência didática; ensino-aprendizagem de língua inglesa; desenvolvimentode capacidades de linguagem.The work with a didactic sequence of recipes in English as an additional language in a public schoolAbstract In a sociodiscursive interactionist perspective, we advocate that, to achieve its goals, the work with languages in public regular schools can be planned in didactic sequences towards genres. Such units aim at the development of language capacities (DOLZ; PASQUIER; BRONCKART, 1993). Based on these principles, didactic sequences were employed with students of a public school in Joinville, during a school year, with the objective of contributing to their effective participation in a pen pal Project. Among the genres handled, cooking recipeswere taken as scope of this paper, which aims at describing the material planned and analyze the productions of one student in order to illustrate the opportunities of language capacities development enabled by a work of thisnature.Keywords: Sociodiscursive Interacionism; genre cooking recipe; didactic sequences; English language teaching/learning; language capacities development.

scholarly journals Teachers’ Beliefs, Praxes, and Post-method Pedagogy in English Language Teaching

2021 ◽  
Vol 20 (1) ◽  
pp. 86-102
Author(s):  
Remedios C Bacus
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Belief Systems ◽  
English Language Teaching ◽  
Language Classes ◽  
Teachers Beliefs ◽  
Teachers And Students ◽  
Quantitative Design ◽  
Language Teaching Methods ◽  
Personal Assessment

To address the challenge of identifying an effective English language teaching pedagogy, this study explored the Grade 10 teachers (n=50) and students’ (n=2,221) beliefs of effective language teaching methods and the teachers’ classroom practices. It further investigated the convergence and divergence of the teachers’ and students’ beliefs and the teachers’ practices along with the pedagogic parameters of practicality and particularity. Using the descriptive quantitative design, the findings revealed the convergence of responses between (a) teachers’ and students’ beliefs of effective language methods, and (b) teachers’ beliefs and their practices. Analysis of responses also revealed the pedagogic parameters of practicality and particularity in the conduct of their English language classes. Teachers continually engage in the cycle of personal assessment to increase their autonomy in formulating enlightened choices responsive to the students’ needs. It is imperative that English teachers be engaged in programs that support their awareness of local exigencies to strengthen their belief systems on post-method pedagogy.

scholarly journals Recursos Didácticos Comunicativos Y Audiovisuales Para La Enseñanza-Aprendizaje Del Idioma Inglés A Través De Aulas Virtuales

2017 ◽  
Vol 13 (25) ◽  
pp. 193
Author(s):  
Armas Pesantez Paul Rolando ◽  
Armas Pesantez Washington Geovanny ◽  
Salazar Calderón Edison Hernán ◽  
Guadalupe Bravo Luis Oswaldo ◽  
Orozco Yánez Gabriel Isaac
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Virtual Classroom ◽  
English Language Teaching ◽  
Curriculum Guidelines ◽  
Teachers And Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Didactic Material ◽  
Teaching Learning

The purpose of the current research was the implementation of didactic audiovisual and communicative resources through a virtual classroom for the teaching-learning of English language, aimed to the first level students Languages School at Universidad Nacional de Chimborazo due to the lack of didactic material helping in the development of activities and tasks into the classroom. This fact impedes teachers and students reaching a higher level in the English Language teaching-learning process, this situation made necessary the implementation of resources adaptive to the pedagogical context and planned through a content manager or virtual classroom. The current research is quasi experimental, bibliographic, documental and descriptive which was applied to a sample where it was necessary to consider an initial knowledge diagnose before applying the communicative and audiovisual resources, then it was necessary to carry out an evaluation at the end of it. It was also necessary to use a set of activities based on communicative and audiovisual resources framed within the micro curriculum guidelines with schedules and contents that were evaluated through questionnaires and a checklist. The instruments for collecting information allowed obtaining data in both pre-test and post-test. These qualifications were compared through a statistical test that allowed concluding that the use of the mentioned resources improved the English language teaching, at the same time it was possible to recommend its use within the curriculum for the First Level of the Languages Major.

scholarly journals Role of (Local) Culture in English Language Teaching

2016 ◽  
Vol 21 (1-2) ◽  
pp. 54-60
Author(s):  
Kumar Narayan Shrestha
Keyword(s):  
Cultural Values ◽  
English Language ◽  
Language Teaching ◽  
Vital Role ◽  
English Language Teaching ◽  
Local Culture ◽  
Language And Culture ◽  
Language Classroom ◽  
Meaningful Context

Since language and culture have muscle and bone relationship, the existence of one in the absence of another in unthinkable. But in practice, English language teaching has paid less attention to the local culture. It is commonly believed that the insertion of foreign cultural values is not in line with local cultural values. The insertion of local culture plays vital role in promotion of nationalism, different local cultures and local cultural wisdom. Similarly, it provides cultural identity and meaningful context for learning. Therefore, the main purpose of this article is to shed light on the importance of local culture in the English language classroom. In doing so, it aims at defining culture, language, shows relationship between them and puts forth some pedagogical guidelines. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:54-60

scholarly journals A Critical Review Of The CELTA Syllabus Within The Context Of Saudi Arabia

2015 ◽  
Vol 12 (1) ◽  
pp. 22-28
Author(s):  
Amjjad Sulaimani ◽  
Tariq Elyas
Keyword(s):  
Saudi Arabia ◽  
Cultural Awareness ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Aspects ◽  
Practical Suggestion ◽  
Pedagogical Competence ◽  
Main Components ◽  
International Teacher

Abstract The focus of this paper is on the cultural aspects of the internationally, well-recognised and accepted international teacher training course known as Certificate in English Language Teaching to Adults (CELTA), or rather, the lack of it. In what follows, we will first discuss the various aspects related to the importance of culture and its inclusion in the field of English Language Teaching (ELT). Next, we will discuss the main highlights of the CELTA course and its main components and present a practical suggestion for implementing a short ‘culture’ component that can be easily integrated into the course where it will increase cultural awareness amongst new teachers embarking on a career abroad in a foreign country and hopefully achieve pedagogical competence when working abroad.

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