Developing students’ intercultural competence in teaching english as a foreign language

2021 ◽  
Vol 11 (6) ◽  
pp. 130-134
Author(s):  
Nargiza Elmurotkizi Nayimova
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Teaching English

scholarly journals METODOLOGÍA PARA FAVORECER LA COMUNICACIÓN INTERCULTURAL EN INGLÉS EN ESTUDIANTES DE LA CARRERA DE HOTELERÍA DE LA UNIVERSIDAD LAICA ELOY ALFARO DE MANABÍ, ECUADOR

2017 ◽  
Vol 1 (1) ◽  
pp. 33
Author(s):  
Raisa Macías Sera ◽  
Isel Ramírez Berdut
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Oral Communication ◽  
Foreign Languages ◽  
Teaching English ◽  
Assessment Practice ◽  
Palabras Clave ◽  
English Speaking

La competencia intercultural se ha incorporado en los últimos años al discurso de la didáctica de las lenguas extranjeras. Es interés de los estudiosos buscar estrategias para promover el intercambio respetuoso entre los aprendices de una lengua extranjera y los nativos, y su inserción al nuevo contexto; así como establecer   un   clima   distendido   entre   quienes   trabajan   con   visitantes extranjeros y aquellos que visitan una región por interés profesional o turístico. La metodología y el conjunto de tareas comunicativas para la enseñanza de inglés que se aplica a estudiantes de 4to semestre de la carrera de Ing. en Empresas Hoteleras en la Universidad Laica Eloy Alfaro de Manabí- Bahía de Caráquez, tienen como propósito el desarrollo de la comunicación oral intercultural  relacionado  con  la  proyección  profesional  de  los  estudiantes debido a su encuentro con turistas y colegas provenientes de países anglo parlantes. La metodológica aplicada consta de tres etapas estrechamente relacionadas, Diagnóstico, Ejercitación y Evaluación apoyada en un conjunto de tareas comunicativas interculturales que favorecen la comunicación oral intercultural y el intercambio respetuoso entre los estudiantes y los colegas o turistas. PALABRAS   CLAVE:   interculturalidad;   tareas   comunicativas;   diagnóstico; turismo. ABSTRACT The Intercultural competence has been incorporated to didactics in recent years to address the teaching of foreign languages. It is interest of scholars to seek strategies to promote friendly exchanges between learners of a foreign language and natives, as well as their integration into the new context. It is intended for researchers, a relaxed atmosphere among those working with foreign professionals and those visiting a region. The methodology and the set of tasks for teaching English to students in 4th semester in hotel companies at Eloy Alfaro University in Bahia de Caráquez.is with the purpose to develop the intercultural  oral  communication  related  to professional  projection  because students need to meet with colleagues and tourists from English speaking countries. The methodology consists of three closely related stages, assessment, practice  and  evaluation  supported  by  a  set of intercultural communicative tasks that promote intercultural oral communication and respectful exchange between students and colleagues or tourists. KEYWORDS:   Intercultural   competence;   communicative   tasks;   tourism; assessment.

scholarly journals Teacher Competences for Teaching English as a Foreign Language in the First Educational Cycle of Primary Education

2022 ◽  
Vol 11 (1) ◽  
pp. 423-433
Author(s):  
Mateja Dagarin-Fojkar ◽  
Mirjam Grahut ◽  
Darija Skubic
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Primary Education ◽  
Intercultural Competence ◽  
First Grade ◽  
Teaching English ◽  
Subject Specific ◽  
Teacher Needs ◽  
Teacher Competences ◽  
Teachers Attitudes

<p style="text-align:justify">Foreign language teaching in the Slovenian educational context begins in the first grade (age 6). Many studies report a lack of qualified teachers at this stage of learning around the world and numerous authors emphasise the misconception that basic linguistic and didactic knowledge of teachers is sufficient for teaching children. All three Slovenian public universities are aware of this problem and offer pre-service and in-service programmes for (student) teachers who want to specialise in teaching English to young learners. In the present article, we focus on the subject-specific teacher competences for teaching English in the first three years of primary education; namely, linguistic, subject didactic and intercultural competences. We explore teachers’ self-assessment of these competences and their perception of certain elements pertaining to them. The study seeks to answer the following research questions: (1) What subject-specific competences do teachers consider essential for teaching English in the first cycle of primary education? (2) To what extent do teachers believe they have developed certain subject-specific competences? (3) What are teachers’ attitudes toward certain subject-specific competences that the teacher needs for teaching English in the first cycle of primary education? The results of the quantitative survey, in which 100 teachers participated, show that teachers perceive their subject didactic competence to be the most developed and their intercultural competence to be the least developed. Moreover, they consider that a basic level of English is not sufficient for teaching English in the first grades.</p>

scholarly journals Teacher Competences for Teaching English as a Foreign Language in the First Educational Cycle of Primary Education

2022 ◽  
Vol 11 (1) ◽  
pp. 423-433
Author(s):  
Mateja Dagarin-Fojkar ◽  
Mirjam Grahut ◽  
Darija Skubic
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Primary Education ◽  
Intercultural Competence ◽  
First Grade ◽  
Teaching English ◽  
Subject Specific ◽  
Teacher Needs ◽  
Teacher Competences ◽  
Teachers Attitudes

<p style="text-align: justify;">Foreign language teaching in the Slovenian educational context begins in the first grade (age 6). Many studies report a lack of qualified teachers at this stage of learning around the world and numerous authors emphasise the misconception that basic linguistic and didactic knowledge of teachers is sufficient for teaching children. All three Slovenian public universities are aware of this problem and offer pre-service and in-service programmes for (student) teachers who want to specialise in teaching English to young learners. In the present article, we focus on the subject-specific teacher competences for teaching English in the first three years of primary education; namely, linguistic, subject didactic and intercultural competences. We explore teachers’ self-assessment of these competences and their perception of certain elements pertaining to them. The study seeks to answer the following research questions: (1) What subject-specific competences do teachers consider essential for teaching English in the first cycle of primary education? (2) To what extent do teachers believe they have developed certain subject-specific competences? (3) What are teachers’ attitudes toward certain subject-specific competences that the teacher needs for teaching English in the first cycle of primary education? The results of the quantitative survey, in which 100 teachers participated, show that teachers perceive their subject didactic competence to be the most developed and their intercultural competence to be the least developed. Moreover, they consider that a basic level of English is not sufficient for teaching English in the first grades.</p>

Building intercultural sensitivity through foreign language learning – Teaching English in Poland Program (TEIP)

2019 ◽  
Vol X (1 (26)) ◽  
pp. 217-226
Author(s):  
Renata Nowakowska-Siuta
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Children And Adolescents ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
The United States ◽  
Intercultural Education ◽  
Teaching English

Intercultural competence is listed more and more commonly, along with language and communication competences, as one of main goals of language education. Why are intercultural competences a vital resource for the contemporary human? During enculturation and socialization processes we learn not only how to behave, but also how to perceive and comprehend the conduct of others. These rules of perception and interpretation are sort of filters, through which a person looks at the world, interprets it and, basing on these interpretations, forms attitudes and undertakes actions. Given the importance of this resource, comprising elements of intercultural education might be seen as a significant element of foreign language teaching and learning. The article focuses on the theoretical framework and practical features of Teaching English in Poland Program (TEIP), which has been established as a response to the need of developing intercultural competences among children and adolescents under the age of 18. The programme has been managed by The Kosciuszko Foundation since 1991. Teaching English during camps in Poland, linked with experiencing cultural differences between Polish teachers and students and voluntary teachers from the United States brings children and adolescents, as well as Polish teachers, a chance to thrive crucial social skills and competences such as better understanding of other person when trying to empathize and conceive their situation as the “Other”, as well as to recognize similarities and differences to one’s own culture. Intercultural education accompanying TEIP demands not only to provide knowledge and skills about society and culture in which the language to be acquired is used, but also to develop competences which are essential to gain adequate, open mindset towards “otherness” and “differences”.

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

English Vocabulary in the Mind of Student

2019 ◽  
Vol 7 (2) ◽  
pp. 150-159
Author(s):  
Suharyanto H Soro
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Participant Observation ◽  
Teaching English ◽  
Individual Interviews ◽  
English Class ◽  
Actual Application ◽  
Concrete Form ◽  
The Many ◽  
The Mind

Lecturer plays an important role in teaching Englishas a foreign language, in spite of the success of teaching English itself depends on the many factors, one of them is students’ participation in the English class. In the other words, the teaching of English becomes useful and more systematically when the lecturer is fully aware of the aims and values of teaching of English subject since the core principle of any teaching  is “know what you do and only do what you know”. Hence it is essential to understand the aims and values of teaching English. In linguistics study,performance and competence are different, competence is study about language rules in the abstract form or one’s capacity to use a language, while performance is the application of one’s ability in the concrete form, or the actual application of this competence in speaking or listening. Chomsky (1965:18) said that  performance is the effect or the application of competence. Further he said that clearly, the actual data of linguistic performance will provide much evidence for determining the correctness of hypotheses about underlining linguistic structure. Notice the following figure. The data collection procedures in the present study are based on classroom participant observation, student interviews, and questionnaire  are the primary sources of data collection. As a point of departure, unstructured interviews conducted with English and students to gain initial understanding of the learning English as a foreign language. This also serves as a pilot study, paving the way for designing the guidelines for the semi structured individual interviews. Notes taken in these unstructured interviews were included in the data analysis. Taking lecture involves the lecturer and the students in formal setting. Lecturer is one who transfers special knowledge (English teaching materials) to his students in form of academic setting. They are engaged in academic norms, for example lecturer has qualified education (magister or doctorate degree) and the students  have already registered their status as a university student. The lecturer’s function is threefold. In the presentation stage of the material, the lecturer serves as a model, setting up situations in which the need for the target structure is created and modeling the new structure for students to repeat. The lecturer was required to be skillful manipulator, using questions, commands, and other cues to elicit correct sentences from the students. The students wanted the lecturer to give more opportunities for English practice. They can learn from mistakes and develop in real situation. Role play is one of methods can be applied in teaching English. The students like this methods (96%) because they can imitate and practice their English pronunciation.

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

Teachers’ perceptions of effective strategies for developing intercultural competence

2020 ◽  
Vol 6 (2) ◽  
pp. 333-358
Author(s):  
Xiaoping Gao
Keyword(s):  
Foreign Language ◽  
Teacher Perceptions ◽  
Intercultural Competence ◽  
Professional Training ◽  
Language Teaching ◽  
Teaching Experience ◽  
Theory And Practice ◽  
Teachers Perceptions ◽  
Effective Strategies ◽  
Factors Influencing

Abstract How to effectively integrate culture into second language teaching has long been of concern in foreign language education. Despite advances in theory and practice for intercultural language teaching, there has been little research to investigate factors influencing teachers’ pedagogical beliefs and perceptions. This study addresses this gap by examining teachers’ perceptions of effective strategies that foster students’ intercultural competence in the teaching of Chinese as a foreign language and factors influencing their beliefs. Twenty-nine school and university teachers in Australia completed a survey and a focus group interview. Quantitative analyses revealed that teachers’ perceptions of the effectiveness of the strategies varied despite an overall positive attitude towards the teaching of culture. Their beliefs were significantly influenced by their years of teaching experience, educational setting, and native language, but not by gender, age group and educational backgrounds. Qualitative analyses attribute the inconsistency in teacher perceptions to teachers’ disparate conceptualisations of culture, teaching experiences, and educational contexts associated with different curricular and pedagogical requirements and learner characteristics. The findings reinforce the necessity for providing teachers with professional training, along with pedagogical guidance and resources in order to facilitate their intercultural language teaching practices.

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