scholarly journals Theoretical Constructs and Practical Strategies for Intercultural Communication

2019 ◽  
Vol 1 (1) ◽  
pp. 43-53
Author(s):  
Tung Ngoc Vu
Keyword(s):  
Academic Success ◽  
Intercultural Communication ◽  
Cultural Awareness ◽  
English Language ◽  
Language Education ◽  
Social Needs ◽  
Linguistic Features ◽  
English Language Education ◽  
Intercultural Communication Competence ◽  
Positive Attitudes

Delving into English language education in Vietnam, this theory-oriented article aims to generate a new debate on critical cultural awareness (CCA) in light of increasing literature on intercultural communication competence (ICC), thus offering practical implementations to academic agents. Once ICC is strongly considered indispensable within communication, CCA can strengthen the power of sociocultural and psychological relationships. This study specifies the role of intercultural communication, aiming to develop Vietnamese learners to reach beyond abstract linguistic features towards language awareness by engaging in cultural and societal plurality. Seemingly, they need use language that advocate the enactment of change, fostering their abilities in their civic life. Coupled with that, they are obliged for learning the power of positive attitudes in terms of intercultural engagement, such as sympathy towards and acceptance of differences. Critical cultural awareness as a contribution to intercultural communication drives two primary aspects, namely social and psychological dimensions. In addition to dragging learners out of traditionally perceived skills related to native-like competences, the framework application expands potential goals and instructional steps that cover learning based on learner voice reflected upon privilege and power. Apparently, it is relevant in response to learning environment driven by social mechanisms which focus on citizenship, expecting that they learn and possess knowledge for certain purposes relating to career goals and social needs. Comprehensively, this study will outline the short examination of language education in Vietnam as a way to understand existing hindrances to be resolved. It anchored this analysis in a theoretical paradigm: critical cultural awareness, which is then critically embedded to involve social and psychological pedagogies. This enables to shift learners’ desire and willingness that hone their learning skills which influences academic success and communicative adaptability. Pedagogical implications are also suggested.

scholarly journals Intercultural Communicative Competence in ELT: Lecturers’ Perception and Practice

2019 ◽  
Vol 8 (1) ◽  
pp. 62-71
Author(s):  
Umi Fitriyah ◽  
Ahmad Munir ◽  
Pratiwi Retnaningdyah
Keyword(s):  
Intercultural Communication ◽  
Mixed Method ◽  
English Language ◽  
Communicative Competence ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Teachers Perceptions ◽  
Cross Cultural Communication ◽  
Intercultural Communication Competence ◽  
Positive Attitudes

“One of its obvious results is the emergence of intercultural communication and English language has then become as a bridge for cross-cultural communication, thanks to its worldwide lingua franca. For these reasons, Intercultural Communication Competence (ICC) should be more concerned in English Language Teaching (ELT) tertiary contexts. This study aims to gain an indepth understanding on this issue by investigating English teachers' perceptions and practices on ICC in ELT . The study uses a mixed method, to find the perspective of the lecturers, the researcher use questionnaire and interview, while for the practice the reseracher use observation. The findings of the study reveal the positive attitudes of English lecturers on ICC in ELT, but certain challenges confronted by their implementations have been highlighted. As a result, some possible measures to enhance ICC engagement in ELT in this context are proposed.”

EFL Instructors' Perceptions Regarding Conducting Action Research

2019 ◽  
Vol 2 (2) ◽  
pp. 53-67
Author(s):  
Eftima Khalil
Keyword(s):  
Professional Development ◽  
Action Research ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
English Language Education ◽  
Positive Attitudes ◽  
Teacher Researchers ◽  
Efl Teachers ◽  
Teachers Professional Development

In recent years, there has been a growing interest in teachers' professional development through action research and teachers are expected to be engaged in action research. Thus, this study aimed to explore the perceptions of Turkish EFL teachers regarding conducting action research in their classrooms. The participants were 16 Turkish EFL teachers who enrolled in Master of Art (M.A) specialized in English Language Education at a private university in Istanbul, Turkey. The data was collected by means of a questionnaire consisting of two sections to deeply investigate the impacts of action research on the EFL teachers. The results revealed that teachers have positive attitudes towards action research. Even though certain barriers do exist such as lack of time, lack of knowledge, and lack of support from other teachers, the teachers believe that they have grown both personally and professionally through their experiences as teacher researchers. Teachers in this study also described steps that could be taken to make action research more effective and widespread.

scholarly journals Pre-service Teachers’ Perceptions on the Relationship between Learning Program Design Course and Their Teaching Preparations

2019 ◽  
Vol 8 (2) ◽  
pp. 241
Author(s):  
Elizabeth Liza ◽  
Ouda Teda Ena
Keyword(s):  
English Language ◽  
Program Design ◽  
Language Education ◽  
Survey Study ◽  
Learning Program ◽  
English Language Education ◽  
Study Program ◽  
Teachers Perceptions ◽  
Positive Attitudes ◽  
The Relationship

Learning Program Design is one of the compulsory courses offered to the English Language Education Study Program (ELESP) students to prepare for their teaching. This study is aimed to find out and to identify the possible relationship between Learning Program Design course and students’ teaching preparations. A survey study was conducted. The instrument used was questionnaire. A total of 30 students participated in this study. The perceptions of the pre-service teachers were obtained from their self-evaluations. The results of this study showed that most of the respondents had positive attitudes. They perceived that Learning Program Design Course had positive contributions to their teaching preparations.

scholarly journals Sympathy for the devil? A defence of EAP

2018 ◽  
Vol 51 (3) ◽  
pp. 383-399 ◽  
Author(s):  
Ken Hyland
Keyword(s):  
Academic Success ◽  
Academic Writing ◽  
English Language ◽  
Academic Research ◽  
Language Education ◽  
English For Academic Purposes ◽  
English Language Education ◽  
Postgraduate Students ◽  
University Life ◽  
Service Activity

The ability to communicate in English is now essential to academic success for many students and researchers. Not only has the language established a fairly firm grip in higher education, particularly in the lives of postgraduate students, but also in academic research, where careers are increasingly tied to an ability to publish in international journals in English. Countless students and academics around the world, therefore, must now gain fluency in the conventions of relatively ‘standardized’ versions of academic writing in English to understand their disciplines, to establish their careers or to successfully navigate their learning (e.g. Hyland 2009). English for Academic Purposes (EAP), and the teaching of academic writing in particular, has emerged to support this process (Hyland & Shaw 2016; Hyland 2017a). However, EAP, and its relationship to English language education more generally, is seen from a number of different perspectives, not all of which flatter the field. Among the more critical are that it is complicit in the relentless expansion of English which threatens indigenous academic registers (e.g. Phillipson 1992; Canagarajah 1999), that it is a remedial ‘service activity’ on the periphery of university life (Spack 1988), and that it imposes an imprisoning conformity to disciplinary values and native norms on second language writers (e.g. Benesch 2001).

scholarly journals Cultural awareness in an Iranian English language classroom: A teaching intervention in an interculturally “conservative” setting

2020 ◽  
Vol 9 (1) ◽  
pp. 57-80
Author(s):  
Yasmina Abdzadeh ◽  
Will Baker
Keyword(s):  
Cultural Awareness ◽  
English Language ◽  
English Education ◽  
National Curriculum ◽  
Language Education ◽  
Cultural Learning ◽  
Systematic Instruction ◽  
Policy Makers ◽  
Language Classroom ◽  
Open Country

AbstractDespite Iran’s increasing use of English as a lingua franca (ELF) and its growing position as a more open country to international relationships, Iran’s education policy is still culturally conservative and intercultural language education is absent from the national curriculum and hence classrooms. In response, this article presents the results of a ten-session course focused on implementing and developing cultural awareness (CA) in an Iranian English language classroom. The data revealed that this course had a positive effect in developing students’ levels of CA, moving from basic in the first half of the course towards advanced in the second half. This provides important empirical evidence illustrating the value of systematic instruction of CA in students’ cultural learning. Furthermore, this course was the first of its kind in the predominantly monolingual, culturally restricted context of this study, where intercultural education is missing from the curriculum, yet where students are likely to use ELF for intercultural communication while travelling abroad or inside the country for communication purposes with non-Iranians. This study, thus, demonstrates the feasibility and documents the processes of integrating intercultural teaching into English education, specifically in contexts where educators might be limited by language policy makers.

scholarly journals Qualitative properties of mathematical model of English language education

2021 ◽  
Vol 2021 (1) ◽  
Author(s):  
Atena Ghasemabadi ◽  
Nahid Soltanian
Keyword(s):  
Mathematical Model ◽  
Global Stability ◽  
Equilibrium Point ◽  
English Language ◽  
Language Education ◽  
Qualitative Properties ◽  
English Language Education ◽  
Compound Matrices ◽  
Reproduction Numbers ◽  
Coexistence Equilibrium

AbstractThis paper presents a mathematical model that examines the impacts of traditional and modern educational programs. We calculate two reproduction numbers. By using the Chavez and Song theorem, we show that backward bifurcation occurs. In addition, we investigate the existence and local and global stability of boundary equilibria and coexistence equilibrium point and the global stability of the coexistence equilibrium point using compound matrices.

Sign in / Sign up

Export Citation Format

Share Document