scholarly journals Exploring opportunities for developing intercultural competence through intercultural communicative language teaching (ICLT): A case study in a Chinese as a foreign language classroom in a New Zealand high school

2021 ◽  
Author(s):  
◽  
Juliet Kennedy
Keyword(s):  
High School ◽  
New Zealand ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Starting Point ◽  
Language Classroom ◽  
Teacher Awareness

<p>This qualitative case study explores naturally arising opportunities for developing intercultural competence through intercultural communicative language teaching (ICLT) in a New Zealand high school Chinese as a foreign language (CFL) classroom. Although developing intercultural competence is a goal of many school curriculums, teacher awareness and implementation of effective intercultural pedagogies is not yet wellestablished. Exploring the naturally arising occurrences of intercultural teaching practices and behaviours in one classroom with no formal knowledge of ICLT provides evidence of how culture may be currently understood and approached in comparative settings. Existing views on culture provide a starting point for further developing ICLT.  Data collection methods included classroom observations, stimulated recall, unstructured and semi-structured interviews, and written reflections. One teacher and three students from an intermediate level CFL class participated in the study from June to September 2015.  The findings show that while some intercultural pedagogies and behaviours occurred naturally, without an explicit focus on developing intercultural competence students are unlikely to develop the skills, attitudes, and traits which make up intercultural competence in the language classroom. This study suggests that the current cultural activities in class could be transformed into opportunities for developing intercultural competence by adding a regular comparative, connective, and reflective dimension, incorporating the students’ linguistic and cultural experiences. The results of this study illustrate the necessity of expanding teacher awareness and skills in practising ICLT to promote the development of intercultural competence and to increase students’ interest in learning languages in New Zealand.</p>

scholarly journals Exploring opportunities for developing intercultural competence through intercultural communicative language teaching (ICLT): A case study in a Chinese as a foreign language classroom in a New Zealand high school

2021 ◽  
Author(s):  
◽  
Juliet Kennedy
Keyword(s):  
High School ◽  
New Zealand ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Starting Point ◽  
Language Classroom ◽  
Teacher Awareness

<p>This qualitative case study explores naturally arising opportunities for developing intercultural competence through intercultural communicative language teaching (ICLT) in a New Zealand high school Chinese as a foreign language (CFL) classroom. Although developing intercultural competence is a goal of many school curriculums, teacher awareness and implementation of effective intercultural pedagogies is not yet wellestablished. Exploring the naturally arising occurrences of intercultural teaching practices and behaviours in one classroom with no formal knowledge of ICLT provides evidence of how culture may be currently understood and approached in comparative settings. Existing views on culture provide a starting point for further developing ICLT.  Data collection methods included classroom observations, stimulated recall, unstructured and semi-structured interviews, and written reflections. One teacher and three students from an intermediate level CFL class participated in the study from June to September 2015.  The findings show that while some intercultural pedagogies and behaviours occurred naturally, without an explicit focus on developing intercultural competence students are unlikely to develop the skills, attitudes, and traits which make up intercultural competence in the language classroom. This study suggests that the current cultural activities in class could be transformed into opportunities for developing intercultural competence by adding a regular comparative, connective, and reflective dimension, incorporating the students’ linguistic and cultural experiences. The results of this study illustrate the necessity of expanding teacher awareness and skills in practising ICLT to promote the development of intercultural competence and to increase students’ interest in learning languages in New Zealand.</p>

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

scholarly journals Performance for Introverts?

2019 ◽  
Vol XIII (2) ◽  
pp. 139-156
Author(s):  
Silja Weber
Keyword(s):  
Foreign Language ◽  
Social Space ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Student Agency ◽  
Social Spaces ◽  
Analytic Methods ◽  
Language Classroom ◽  
Foreign Language Classroom

A common preconception about performance in the foreign language classroom sees performance as geared towards extroverts: students who readily contribute to verbal classroom interaction in any case. If true, this claim would be particularly problematic when advocating not only for the integration of isolated instances of performance, but for a fundamentally performance-based approach to language teaching. Such an approach would then further widen the gap between those participants who are more and those who are less comfortable in underdefined social spaces. This article draws on data from a larger study on FL classroom interaction and student agency during performance activities in intermediate German classes. Conversation analytic methods are used to trace how participation for one very reticent student evolves over the course of an intensive summer class. The development happens during extended performance activities with a Teacher-in-Role (TiR) strategy, and in particular due to the initiative of his classmates to shape a welcoming social space. They offer a range of carefully crafted participation openings, and the quiet student responds and later initiates conversational moves on his own. This case study provides discourse based, micro-analytic support for previous claims about the benefits of performance for class dynamics and participation.

scholarly journals The Application of Differentiated Instruction to a High School Student With Dyslexia in the German Language A Case Study

2019 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Makrina Zafiri ◽  
Vassiliki Vakalopoulou ◽  
Vassiliki Pliogou
Keyword(s):  
High School ◽  
Foreign Language ◽  
Differentiated Instruction ◽  
Junior High School ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Small Scale ◽  
Structured Interviews ◽  
Before And After

In recent years, dyslexia has become an important issue in the field of foreign language teaching and learning. In this research we will explore dyslexia in connection to teaching and learning a foreign language. More particularly, in this research, we will be probing into the teaching of German as a foreign language. The purpose of this research is to investigate the effectiveness of the application of Differential Instruction, the application of the Grammar –Translation Method, the Audio-Visual Method, the Communicative Approach to language teaching as well as the Multisensory Method to a Greek student with dyslexia. The girl is in the first year of junior high school and is being taught German as a foreign language at school. The research method, which was applied, focused on qualitative research through the use of semi - structured interviews. This research is also a case study. Action research was conducted, for the needs of this small-scale research, through ten differentiated instruction lessons which were taught to a student with dyslexia. The student and her mother were the major sources of data collection. More particularly, the semi - structured interviews were conducted before and after the implementation of differentiated instruction with the student and her mother. We initially attempted to collect information through semi-structured interviews, on the student's family profile, and after conducting the ten lessons, we tried to verify the effectiveness of the approaches and methods which were applied. The results of this research showed that the effectiveness of differentiated instruction was immense as the student’s performance improved in the foreign language.

scholarly journals Integrated Components of Intercultural Competence in English Language Teaching at College: Case Study

2019 ◽  
Vol 8 (1) ◽  
pp. 72-80
Author(s):  
Muh Hesan ◽  
Slamet Setiawan ◽  
Ahmad Munir
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
Foreign Language Teaching ◽  
English Language Teaching ◽  
College Level ◽  
Intercultural Integration

In this global world, foreign language teaching has been demanded to be intercultural teaching which means that cultural teaching should be integrated in language teaching as well as language competence, in English language teaching for instance. On the ground that the importance of foreign language teaching and learning is largely for purpose of international communication, and intercultural knowledge has crucial role in successful communication. Therefore, this paper reports on a qualitative case study which investigates two English teachers’ practice of integrating intercultural competence in English language teaching at college level. Specifically, this paper provides analysis of intercultural components embedded in teachers’ practice of intercultural integration in teaching English. The data were collected through observation, and unstructured observational notes were employed. The observational data were analysed following sub-processes, are familiarizing, reducing, identifying and classifying, interpreting, and presenting. The result indicates that both English teachers’ understand the objective of English language teaching that teaching language is also teaching the culture as it is showed in their teaching process an intercultural integration, which includes some intercultural components such as attitudes, knowledge, and skills.

scholarly journals The Using of Communicative Language Teaching (CLT) Approach: A Case Study of Jordanian Female EFL Learners at University of Jordan

2021 ◽  
Vol 4 (6) ◽  
pp. 141-147
Author(s):  
Kosay Alshwater
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Data Interpretation ◽  
Communicative Language Teaching ◽  
Female Students ◽  
Efl Learners ◽  
Institutional Issues ◽  
Efl Teachers

This paper aims to explore the experiences of Jordanian English as a foreign language (EFL) student concerning communicative language teaching. Classroom surveys were used to gather data from three separate sources. The quantitative method was applied to collect and evaluate data through classroom surveys, which were statistically assessed using suitable methods. Female students (N = 115) who participated in the research. In terms of the significant conclusions, data interpretation revealed gaps in the subjects' experiences of EFL Learning. Furthermore, the results showed that EFL teachers in Jordan face various difficulties when introducing communicative language learning in their classrooms. Three points of concern were regularly identified: student challenges, institutional issues, and problems with the administrative structure. Overall, the findings showed that despite the problems, Jordanian EFL learners regard the CLT method favourably.

scholarly journals Promoting the Audience Awareness of EFL Writing in Chinese Communicative Context: A Case Study of “NOTICE”

2016 ◽  
Vol 9 (9) ◽  
pp. 64
Author(s):  
Li Xiping
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Efl Writing ◽  
Teaching Design ◽  
Set Up ◽  
Audience Awareness ◽  
Communicative Context

<p>It is a heated discussion among researchers of foreign-language teaching on how to enhance the audience awareness through the design, organization and implementation of classroom teaching of EFL writing, which is crucial for effective writing both in mother and in foreign language. And it is widely acknowledged that the cultivation of social context or communicative context is a major factor affecting audience awareness of the learners. Therefore, this study devotes to set up an example of how to promote the audience awareness through the teaching design in Notice writing teaching within the paradigm of communicative language teaching, concentrating on the exploring of the cultivation of communicative context. Contrastive analysis and survey revealed that this kind of teaching design was much more effective in the teaching practice compared to the traditional one in arousing learner’s interest and the audience awareness on the chosen genre.</p>

scholarly journals Perception of Lecturer on Intercultural Competence and Culture Teaching Time (Case Study)

2015 ◽  
Vol 1 (3) ◽  
pp. 197
Author(s):  
Enkeleda Jata
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teaching ◽  
Culture Teaching ◽  
Teaching Time ◽  
The Way

Of all the changes that have affected language teaching theory and method in recent years, the greatest may be the transformation in the role of culture. This change reflects a broader transformation in the way that culture itself is understood. Culture is listed nowadays the fifth element of learning the foreign language. However, the perception of the professors to include culture as part of their teaching is still vain. This article involves ten English professors to understand their opinions regarding culture, and why they cannot develop intercultural competence during their classes. How culture is served in the classrooms depends from the professors opinions. This research was conducted based on the need to investigate culture teaching in English language in Albania. The data collected show that all the professors perform their lessons based on a curriculum which is limited regarding the culture aspects.

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