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 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 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.

scholarly journals Effects of Digital Short Stories on the Development of Listening Skills: An Action Research

2020 ◽  
Vol 20 ◽  
pp. 65-84
Author(s):  
Zeynep Çetin Köroğlu
Keyword(s):  
Short Stories ◽  
Action Research ◽  
Student Teachers ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Structured Interview ◽  
English Language Teaching ◽  
Literary Texts ◽  
Listening Skills

Literary texts can be used to improve language learners' skills such as reading, writing, speaking and listening because these texts contain rich vocabulary, complex grammar structures, interesting plot and most importantly imagination of the author. However, using literature for language teaching purposes is a controversial issue among scholars. While some researchers think positively, others have negative views on the subject. Learners' needs and way of using literary texts are the main concerns of literature use in language pedagogy. In this context, the present research aimed to find out whether digital short stories can improve language learners' listening skills. The purpose of this study was to figure out student teachers' perceptions of digital short stories’ implementation into language classrooms. Specifically, the current research aimed to investigate whether digital short stories are useful to develop language learners' listening skills in English. The research is action research in design. The study used pre-test and post-test, a written structured interview to collect data and it included both quantitative and qualitative components. The interview consisted of six open-ended questions. Achievement tests and t-test were used to analyze quantitative data. On the other hand, content analysis was used to analyze qualitative data. The data were collected in 2016-2017 academic years, Bayburt University. Participants were prep class students of English language teaching department of Bayburt University. In the treatment process, digital short stories were used for eight weeks, which were written by various famous American authors and voice recorded by various American natives. Additionally, weekly worksheets and handouts were prepared by the researcher. Results showed that digital short stories provide satisfactory content, supports vocabulary learning, improves language learners’ listening skills, helps participants to gain familiarity with complex grammar structures and makes students more familiar with different cultures. Furthermore, participants are satisfied with digital short stories and they think these digital stories are useful to improve their listening skills.

On cultivation of intercultural communication awareness in english vocabulary teaching

2015 ◽  
Vol 3 (9) ◽  
pp. 69-73
Author(s):  
Xiaochi Zhang
Keyword(s):  
English Language Learners ◽  
Intercultural Communication ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Elements ◽  
Language And Culture ◽  
Intercultural Communication Competence ◽  
Close Relationship

Language And Culture Keep A Very Close Relationship And Are Inseparable. English Language Teaching Is Not Only To Cultivate English Language Learners’ Linguistic Competence, But Also To Promote Their Intercultural Communication Competence. In Fact, English Vocabulary Teaching Is One Part Of Vital Integration In English Language Teaching. Meantime, English Vocabulary Teaching Plays An Important Role In The Cultivation Of English Language Learners’ Intercultural Communication Awareness. Therefore, The Author Attempts To Expound The Significance Of Cultural Elements In English Vocabulary Teaching, Discusses About The Relationship Between Language And Culture, Stresses On The Cultural Connotations Of English Vocabulary Through The Formation Of English Language, Especially In Some Specific Words And Focuses On Some Typical Cases And Analyzes The Functions Of English Vocabulary Teaching For English Language Learners’ Intercultural Communication Awareness Finally, The Author Puts Forward Some Useful Suggestions To Cultivate The English Language Learners’ Intercultural Communication Awareness Through English Vocabulary Teaching.

English Language Teaching and Intercultural Communication Competence

2015 ◽  
Vol 3 (7) ◽  
pp. 55-59
Author(s):  
Xiaochi Zhang ◽  
Jinjing ZHANG
Keyword(s):  
English Language Learners ◽  
Intercultural Communication ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Communication Competence ◽  
Linguistic Competence ◽  
English Language Teaching ◽  
Intercultural Communication Competence ◽  
The Relationship

This article discusses about the relationship between linguistic competence and intercultural communication competence, and then about the functions of English language teaching in improving students’ intercultural communication competence. Finally, it explores how to develop English language learners’ intercultural communication competence in English language teaching and gives some useful suggestions, so as to really realize the final objective of English language teaching.

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.

scholarly journals REPENSANDO O ENSINO DE LÍNGUA INGLESA NO BRASIL: POR UMA PERSPECTIVA TRANSLÍNGUE | RETHINKING ENGLISH LANGUAGE TEACHING IN BRAZIL: TOWARDS A TRANSLINGUAL PERSPECTIVE

2017 ◽  
pp. 59
Author(s):  
Diogo Oliveira do Espírito Santo ◽  
Robson Ribeiro da Silva
Keyword(s):  
English Language Learners ◽  
Bilingual Education ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
World Englishes ◽  
English Language Teaching ◽  
Current Status ◽  
Cultural Relations ◽  
Lingua Franca

<p>Este artigo discute pressupostos e implicações dos termos translingualimo ou práticas translíngues (CANAGARAJAH, 2011, 2013; GARCÍA, 2009, 2014) e ensino bilíngue (GARCÍA, 2014; WEI, 2013) em contextos de ensino de língua inglesa no Brasil. Na primeira parte, serão discutidas algumas nomenclaturas conferidas ao <em>status</em> do inglês ao redor do mundo, como World Englishes (WE), Inglês como Língua Internacional (ILI) e Inglês como Língua Franca (ILF). Em seguida, serão tecidas considerações sobre as definições de sujeitos bilíngues que mais se adéquam aos objetivos deste artigo. A discussão será finalizada com o debate sobre os desdobramentos da perspectiva translíngue no ensino, como forma de problematizar as relações linguístico-culturais que os sujeitos aprendizes de língua inglesa desenvolvem em cenários cada vez mais multilíngues.</p><p> </p><p><strong>Abstract:</strong> <em>This article discusses the premises and implications of translingualism (translingual practices) (CANAGARAJAH, 2011, 2013; GARCÍA, 2009, 2014) and bilingual education (GARCÍA, 2014; WEI, 2013) concepts in English Language Teaching (ELT) contexts in Brazil. In the first section, we will review some of the labels that have been attributed to the current status of the English language worldwide, such as World Englishes (WE), English as an International Language (EIL) and English as a Lingua Franca (ELF). Moreover, we will approach different definitions of bilingual subjects. Finally, we will consider the debate about the unfolding of the translingual perspective in order to reflect on the linguistic and cultural relations that English language learners develop in ever more multilingual settings</em><em>. </em></p><pre><em> </em></pre><p>Keywords<em>: English; </em>Translanguaging<em>; Bilingual Education. </em></p><p> </p><p>Palavras-Chave: Língua inglesa; Translingualismo; Práticas translíngues; Ensino bilíngue.</p>

scholarly journals Disentangling the Role of Linguistics in English Language Teaching

ELT in Focus ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 29-33
Author(s):  
Kelik Wachyudi
Keyword(s):  
English Language Learners ◽  
Literature Review ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Research Paper ◽  
English Language Teaching

The research paper attempt to disentangle of (applied) linguistics in English language teaching.  In this research, I used a literature review as my method. The result revealed that the role (applied) linguistics in English language teaching is needed for language learners. As a result, English language learners have beneficial from (applied) linguistics along with study English language teaching.  The content of (applied) linguistics help language learners better to comprehend ELT.

scholarly journals The Role of Counselling in English Language Teaching

2014 ◽  
Vol 1 (2) ◽  
pp. 48-55
Author(s):  
M. John Britto
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Remarkable Change ◽  
Teachers And Students ◽  
English Language Teachers

Counselling plays a significant role in bringing out a remarkable change in an individual’s personal and professional life. It has entered a number of domains including education. As human problems are mushrooming day by day in this hi-tech world, there is a dire need for finding solutions to those problems. It is counselling that comes to one’s aid to solve one’s problems that are psychological and personal. In English language teaching and learning too, there are multiple problems encountered by teachers and students as well. This paper discusses how counselling is indispensable to English Language Teaching (ELT) for finding solutions to problems faced by English language learners. Exploring the relevance of counselling to ELT, it also seeks to highlight the benefits of integrating it with ELT. It brings out the need for introspection of English language teachers to provide counselling to students. It enumerates various counselling skills, and presents an account of problem-solving method in ELT and eight approaches to counselling.

Sign in / Sign up

Export Citation Format

Share Document