scholarly journals TEACHING INTERCULTURAL COMPETENCE

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 202-205
Author(s):  
Natalia Lutai ◽  
Tetiana Besarab ◽  
Kate Mastruserio
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Intercultural Communicative Competence ◽  
New Approach ◽  
Teaching Culture ◽  
Language And Culture ◽  
Language Studies ◽  
Culture Teaching ◽  
Analysis Of Results ◽  
Cultural Component

The article еnlightens some problems in the field of teaching culture withinthe frames of foreign language studies curricula. It is also stated that in accordance with the standards of basic foreign language competences this aspect is still neglected to some extent in the classroom. The article provides a concept of intercultural communicative competence though some researchers find it too vague. In addition, some discrepancies between the new approach to teaching culture and traditional methods, beliefs and discourses related to teaching culture have been analyzed and discussed. The authors have carried out a critical analysis of results of numerous studies of the cultural component of in the field of culture teaching so as to reveal their drawbacks and advantages and to propose possible ways of solving this issue. As some researchers claim in order to develop intercultural competence amidst students of foreign languages departments teachers are to broaden their knowledge of language and culture interaction to avoid stereotyped approaches. Because of new tendencies in teaching culture not only besides philological or literatural issues, they have to deal with such disciplines as semiotics, anthropology, history, sociology and other sciences in the process of discussing culture to master their skills and respond to new challenges.

scholarly journals Incorporating Intercultural Communicative Competence in EFL Classes

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Mahdjouba Chaouche
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Language And Culture ◽  
Classroom Activities ◽  
Culture Teaching ◽  
Language Classrooms

In a rapidly globalized world, EFL teachers are increasingly urged to incorporate intercultural competence in language classes. This paper is concerned with the incorporation of the teaching of culture into the foreign Language classroom. The main premise of the present paper is that effective communication is not limited to linguistic competence and language proficiency and that apart from enhancing communicative competence, cultural competence can also lead to empathy and respect toward different cultures as well as promote objectivity and cultural perspicacity. In fact, teaching a foreign language carries a novel culture which includes one’s religion, gender and a set of beliefs. Yet; though language and culture are so closely interwoven into each other that one cannot be conceived without the other, language is still taught as a separate phenomenon from culture and classroom activities are bereft of any instruction of foreign cultures. It is to be noted that much research into the incorporation of culture in language learning remains to be done so that the pedagogical principles of culture teaching may be articulated and applied effectively to the development of materials, and curricula. Thus, the purpose of this paper is first, to explain the ideas and theory which define what is involved in the intercultural communicative competence, and second, to demonstrate what intercultural competence would mean in practice for teachers and learners in language classrooms in an Algerian context and how to make it easily accessible in practical ways.

scholarly journals The Intercultural Identities of Nonnative English Teachers: An Overview of Research Worldwide

2016 ◽  
Vol 1 (2) ◽  
pp. 9 ◽  
Author(s):  
Dadi Chen ◽  
Dineke E.H. Tigelaar ◽  
Nico Verloop
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Intercultural Competence ◽  
English Teachers ◽  
Cultural Groups ◽  
Language And Culture ◽  
Key Characteristics ◽  
Efl Teachers ◽  
Culture Teaching ◽  
English Speaking

Nonnative-English-speaking teachers who teach English as a second or foreign language (ESL/EFL) can play an important role in the promotion of intercultural competence and often have an advantage over native-English-speaking ESL/EFL teachers because they once were language learners and more aware of the difficulties that students can encounter. Therefore, a better understanding is needed of nonnative ESL/EFL teachers in language-and-culture teaching contexts. Research on how these teachers view themselves in relation to two or more cultural groups, i.e., teachers’ intercultural identities is useful in this respect, but has been scarce. In the present study, we systematically reviewed 21 studies on the intercultural identities of nonnative ESL/EFL teachers. Our study provides insight in key characteristics of these teachers’ intercultural identities, factors in the formation of these teachers’ intercultural identities, inconsistencies in studies to date, and directions for further research.

scholarly journals Developing intercultural competence in an academic foreign language classroom

2018 ◽  
pp. 133-154
Author(s):  
Monika Kusiak-Pisowacka
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Foreign Language Teaching ◽  
Special Focus ◽  
Intercultural Communicative Competence ◽  
Communication Course ◽  
Language Classroom ◽  
Students First ◽  
Interesting Area

This paper focuses on the issue of developing intercultural communicative competence (ICC) in a higher education context, with a special focus put on teaching advanced foreign language (FL) students. First, the concept of ICC is discussed on the basis of Byram’s (1997) theory, which is still considered the most comprehensive model for describing the principles of developing and assessing intercultural competence in foreign language teaching. Next, a short overview of studies related to teaching ICC conducted by Polish researchers is presented. This is followed by a description of an Intercultural Communication course designed for university students and conducted by the author of the paper. In this report, the theoretical principles, the main aims of the course along with the techniques applied in teaching and evaluating students are discussed. It is hoped that the paper will be a useful contribution to discussions concerning developing ICC and will stimulate further research in this interesting area of education.

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

The Level and Specifics of Intercultural Sensitivity of the Russian Students Attending Chinese Universities

2021 ◽  
pp. 81-86
Author(s):  
T. Reva
Keyword(s):  
Intercultural Competence ◽  
Intercultural Sensitivity ◽  
Teaching Experience ◽  
Educational Organizations ◽  
Cultural Groups ◽  
Chinese Universities ◽  
Language And Culture ◽  
Conflict Situations ◽  
Culture Teaching ◽  
Globalized World

Studies on intercultural sensitivity as an affective aspect of intercultural competence have been gaining increasing attention in today’s globalized world where representatives of different countries and cultural groups are supposed to function effectively and supportively in various spheres of life. This paper has reported some of the research results indicating the level and specifics of intercultural sensitivity of the Russian students attending Chinese universities. Building students’ intercultural sensitivity is an essential aspect of the Chinese language and culture teaching experience. Practical recommendations have been provided for increasing the students’ level of intercultural sensitivity in order to reduce stress and avoid conflict situations in multinational educational organizations.

Networking-Based Strategies of Intercultural Communicative Competence Development Among Kazakhstani University Students

2019 ◽  
pp. 197-210
Author(s):  
Azamat Akbarov
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Cultural Knowledge ◽  
Necessary Condition ◽  
Intercultural Communicative Competence ◽  
Intercultural Understanding ◽  
Intercultural Awareness ◽  
Language Communication

This chapter presents an empirical study of the intercultural communicative competence of students of Kazakhstani universities. The study results indicate that students should develop their cultural knowledge, intercultural receptivity, communication strategies, intercultural awareness etc. A number of issues related to the formation of intercultural competence in the process of teaching foreign-language communication, taking into account the cultural and mental differences of the native speakers, which is a necessary condition for a successful dialogue of cultures are also discussed. The concept of communicative competence in teaching foreign languages stipulates development of students' knowledge, skills and abilities that enable them to join the ethno-cultural values of the country of the studied language and use the foreign language in situations of intercultural understanding and cognition in practice. Conjunction of such knowledge, skills and abilities constitutes communicative competence. Based on the results of the research, proposals are made for the curriculum and teaching of intercultural communication and methods of developing intercultural communicative competence of students of Kazakhstan universities in a networked environment.

Two Barriers to Teaching Culture in Foreign Language Classroom

2016 ◽  
Vol 6 (5) ◽  
pp. 1128
Author(s):  
Xinxiao Yang ◽  
Dianbing Chen
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
College Level ◽  
Teaching Culture ◽  
Culture Teaching ◽  
Language Instructors ◽  
Barriers To Teaching ◽  
Beliefs And Attitudes

The teaching of culture teaching has been listed as one of the five goals in foreign language teaching and learning by the Standards for Foreign Language Learning in the new Century. However, the beliefs and attitudes of foreign language instructors towards the teaching of culture at the college-level remain unclear. The purpose of this study was to investigate language instructors’ attitudes and beliefs towards teaching culture and the difficulties and barriers of teaching culture to college-level students. This qualitative case study explored the teaching of culture in Modern Language Department at a university through document mining, classroom observations, and interviews of language instructors who taught various foreign languages. Findings revealed two profound barriers, 1) instructors’ beliefs and attitudes, and 2) the lack of professional development opportunities in learning strategies on weaving culture teaching, in foreign language classrooms at the college-level.

scholarly journals Mediating in intercultural communicative challenges issued in the language classroom: a new objective in training programs for new teachers

2018 ◽  
Vol 60 (1) ◽  
pp. 95-105
Author(s):  
Gabriel Sanchez-Sanchez ◽  
Marek Krawiec
Keyword(s):  
Education Policy ◽  
Foreign Language ◽  
Cultural Education ◽  
Language And Culture ◽  
Qualified Teachers ◽  
Political Events ◽  
Language Classroom ◽  
Culture Teaching ◽  
Faculty Of Education ◽  
Training Programmes

Abstract The Faculty of Education Universidad de Murcia (Spain) offers a four-year degree programme in primary education, where modules and subjects related to the foreign language (English) are taught in the first, third and fourth years (OJE 2010). The current teacher training programmes should take into account the most recent political events in Europe so that they can be adjusted to suit the Council of Europe’s original linguistic and cultural education policy. This article will explore intrinsic aspects of foreign language and culture teaching, and the learning process, in relation to communication and understanding among all European citizens. This analysis will help to identify the implications of 21st-century education policy in terms of the skills of newly-qualified teachers.

scholarly journals Использование языковой игры для развития межкультурной компетенции у студентов-поляков

2020 ◽  
Vol 24 ◽  
pp. 7-17
Author(s):  
Olga Anchimiuk ◽  
◽  
Maryna Michaluk ◽  
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
National Language ◽  
Language Games ◽  
Important Place ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Communication Difficulties ◽  
Linguistic Approach ◽  
Different Cultures

Mutual contacts between representatives of different cultures often lead to communication difficulties. The article attempts to verify language games which in the process of intercultural communication reflect the uniqueness of the national language and culture. The authors, on the basis of the cultural linguistic approach, offer various forms and ways of didactic work using jokes, puzzles, anecdotes and aphorisms. Teaching to understand the meaning of language games, which occupy an important place in everyday language contacts, using them in learning and teaching a foreign language, helps learners develop intercultural competence. Mastering them allows the avoidance of difficulties in relations with representatives of other languages and cultures.

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