scholarly journals ELF-AWARENESS AND INTERCULTURAL COMMUNICATIVE COMPETENCE IN ELT POLICIES IN PORTUGAL

2020 ◽  
Vol 1 (65) ◽  
pp. 49
Author(s):  
Luís Guerra
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
English Language Teaching ◽  
Ministry Of Education ◽  
Intercultural Communicative Competence ◽  
Council Of Europe ◽  
Lingua Franca ◽  
Language Classroom ◽  
Traditional Approaches

<span lang="EN-US">This study attempts to examine to what extent the concepts of Intercultural Communicative Competence and English as a Lingua Franca are theoretically and practically formulated in some of the most recently implemented European and Portuguese English language teaching documents and, if so, how they are framed to be put into practice in the English language classroom. Overall, the documents analyzed—the <em>Common European Framework of Reference for Languages</em> (2001), the <em>CEFR Companion Volume with New Descriptors </em>(2018), both published by the Council of Europe, and the <em>Essential Learnings</em> (2018), introduced by the Portuguese Ministry of Education—display traditional approaches to the development of intercultural (communicative) competence in the English language classroom failing to truly and consistently represent the current role of English as an international lingua franca.</span>

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.

scholarly journals Role of (Local) Culture in English Language Teaching

2016 ◽  
Vol 21 (1-2) ◽  
pp. 54-60
Author(s):  
Kumar Narayan Shrestha
Keyword(s):  
Cultural Values ◽  
English Language ◽  
Language Teaching ◽  
Vital Role ◽  
English Language Teaching ◽  
Local Culture ◽  
Language And Culture ◽  
Language Classroom ◽  
Meaningful Context

Since language and culture have muscle and bone relationship, the existence of one in the absence of another in unthinkable. But in practice, English language teaching has paid less attention to the local culture. It is commonly believed that the insertion of foreign cultural values is not in line with local cultural values. The insertion of local culture plays vital role in promotion of nationalism, different local cultures and local cultural wisdom. Similarly, it provides cultural identity and meaningful context for learning. Therefore, the main purpose of this article is to shed light on the importance of local culture in the English language classroom. In doing so, it aims at defining culture, language, shows relationship between them and puts forth some pedagogical guidelines. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:54-60

scholarly journals The use of Polish and Czech as a lingua receptiva in comparison with English as a lingua franca – some remarks on multilingual modes of communication with reference to CSS and ICC

Neofilolog ◽  
2021 ◽  
pp. 237-257
Author(s):  
Magdalena Steciąg ◽  
Urszula Majdańska-Wachowicz
Keyword(s):  
Communicative Competence ◽  
Communication Strategies ◽  
Listening Skills ◽  
Intercultural Communicative Competence ◽  
Lingua Franca ◽  
Negotiation Strategies ◽  
Language Choices ◽  
The Mean

The present study aims to investigate the use of Polish and Czech as a lingua receptiva (LaRa) in comparison with English as a lingua franca (ELF) between Polish and Czech students when making semi-spontaneous dialogues. With this aim in mind, the notion of intelligibility together with communication strategies (CSs) and intercultural communicative competence (ICC) are discussed. The study is inspired by Bulatović’s et al. (2019) who investigated the effectiveness of LaRa and ELF between Croatians and Slovenes. The study investigated listening skills and showed that the mean of intelligibility was high irrespective of the mode. The study in question aims to expand prior research with reference to spoken interactions between Polish and Czech speakers. In particular, it examines the role of communication strategies and intercultural communicative competence in achieving intelligibility in two multilingual modes. The results of the study show that the level of intelligibility is high irrespective of the mode. In LaRa and ELF sessions intelligibility and negotiation strategies are determined by careful language choices, certain communication strategies, and intercultural communicative competence (intercultural attitude towards the partner and modes of communication).

scholarly journals AN INSTRUCTIONAL MODEL FOR ENHANCING EFL LEARNERS’ SPEAKING PROFICIENCY

EDULANGUE ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 86-97
Author(s):  
Syarifudin Syarifudin
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Efl Learners ◽  
Grammatical Competence ◽  
Speaking Proficiency ◽  
Speaking Skill

Due to the central role of speaking skill and its escalating demands of instruction in various levels of education in Indonesia, a myriad of teaching approaches and strategies have been applied to equip learners with the competences enabling the development of this skill. As a widespread approach to English language teaching (ELT),  which  gains  its  popularity  within  the context  of  EFL, Communicative Language Teaching (CLT) is geared towards learners’ communicative competence comprising of grammatical competence, discourse competence, sociolinguistic competence, and strategic competence as the underlying abilities of speaking proficiency. The development of these competences can be better facilitated when learning takes its place both in and outside classrooms as the latter provides potential promises for learners’ speaking proficiency development. For this reason, this paper presents learners’ challenges for learning speaking, the model activities in and outside classrooms, the importance of speaking instruction and the components of communicative competence and speaking proficiency.

scholarly journals Quality Teaching Practice: Value Education in the Language Classroom

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Tan Yuan Yi ◽  
Norhanim Abdul Samat
Keyword(s):  
English Language ◽  
Teaching Practice ◽  
English Teachers ◽  
English Language Teaching ◽  
Analysis Tool ◽  
Full Potential ◽  
English Teacher ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Language Classroom

The latest Malaysian Educational Blueprint (2013-2025) asserts the importance of producing value-driven Malaysians through education. English language teaching should be aimed beyond producing more proficient users as it possesses a nature that is particularly suitable for value incorporation. This research aims to investigate how English teachers communicate values to students, the kinds of values communicated and whether the values communicated are stipulated by the Ministry of Education. This research utilized a qualitative case study approach on two respondents, an experienced English teacher and a novice English teacher. Their lessons were videotaped, transcribed and coded based on a set of established analysis tool. Semi-structured interviews were also conducted to further understand the values depicted by the respondents. The results of the research show that teachers consciously incorporated values through selected topics, tasks and explicit moral statements. They subconsciously transmitted values through classroom rules and regulations, curricular substructures and expressive morality. It is found in this research that teachers applied much more subconscious approaches to communicate values than that of conscious ones during teacher-student encounter, with classroom facilitation being used as the medium most frequently. The kinds of values communicated included spiritual, intellectual, esthetical, positive, interactional, citizen, economical and modernized values. About half of the values communicated were stipulated by the Ministry of Education. This research provides new insights into how Malaysian English teachers can improve the quality of their teaching by harnessing the full potential of a language classroom to educate values.

Teachers’ beliefs and students’ experiences

2016 ◽  
Vol 6 (4) ◽  
pp. 177-186
Author(s):  
Jana Beresova
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
English Language Teaching ◽  
Choice Response ◽  
Cultural Dimension ◽  
Intercultural Communicative Competence ◽  
Ongoing Research ◽  
Response Formats ◽  
Teachers Beliefs

The article is based on the preliminary results of an ongoing research project that seeks to explore intercultural communicative competence of language teachers and university students. The article reports teachers’ beliefs and students’ experiences concerning intercultural communicative competence teaching and learning, gained by means of questionnaires. As Likert-type scales use fixed choice response formats and are designed to measure attitudes and opinions, they were used in the measurement of students’ statements that were asked to be evaluated in a survey, carried out in three different periods (steps). Teachers’ beliefs result from a long questionnaire, focused on data about how teachers perceive the cultural dimension of English language teaching and learning. The conclusions are based on data collected in a five-year study that need further investigation in the currently run project. Several recommendations for pre-service and in-service teacher training are commented on in the end.   Keywords: teaching English, learning English, acquiring target culture, intercultural communicative competence.

An investigation of L2 motivational self-system and intercultural communicative competence of pre-service English teachers’: Kazakhstani perspective

2019 ◽  
Vol 6 (1) ◽  
pp. 413-324
Author(s):  
Yucel Gelisli ◽  
Lazura Kazykhankyzy
Keyword(s):  
Student Teachers ◽  
Quantitative Methods ◽  
English Language ◽  
Communicative Competence ◽  
Rank Order ◽  
English Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
L2 Motivational Self System ◽  
Self System

This study aimed to explore the relationship between L2 motivational self-system (ideal L2 self and ought to L2 self) and intercultural communicative competence (ICC) among pre-service teachers of English in Kazakhstan. Moreover, the predicting effect of ought to self and ideal self on participants ICC was examined. Quantitative methods of data analysis were used to analyse the data. The ICC scale developed by the researcher and L2 motivational self-system scale developed by Taguchi, Magid and Papi were used to collect the data. The data were collected from 307 major student-teachers’ of English language teaching departments from Akhmet Yassawi and Auezov South Kazahstan State Universities. Descriptive analyses (means, standard deviations), Mann–Whitney U test, one-way analysis of variance, Kruskal–Wallis H test, Spearman rank-order correlation coefficient and regression analysis were performed to analyse the data. Keywords: ICC, L2 motivational self-system, pre-service English teachers.

scholarly journals Developing Intercultural Communicative Competence (ICC) in English for Palestine (EFP) Textbooks for Grade Seven

2020 ◽  
Vol 1 (1) ◽  
pp. 78-93
Author(s):  
Mona J. Alnajjar
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Communicative Competence ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Interactive Strategies ◽  
Research Findings ◽  
English Textbooks ◽  
Communicative Teaching ◽  
The Impact

This research aims to investigate Intercultural Communicative Competence (ICC) in English for Palestine (EFP) textbooks A and B for grade seven. It adopts Byram's (1997) model as a theoretical framework for analyzing the content of grade seven textbooks. It also explores the categories and levels of cultural content to develop intercultural communicative teaching in English teaching. Further, it pinpoints different strategies to develop and promote ICC in teaching. In this qualitative research, the researcher uses content analysis. The findings show that the analysis of the Palestinian English textbooks for grade seven A and B develops ICC to a great extent. Moreover, many interactive strategies and pedagogical methods are used in these textbooks to develop ICC such as role play, poems, reports, emails, and conversations. Based on the research findings, English for Palestine textbooks for grade seven increase the awareness towards the Palestinian culture and deepen students' recognition of their identity, language and religion. It is concluded that these textbooks successfully enhance students' critical awareness and understanding of other cultures besides having a sense of pride of their own culture. In light of the research findings, the researcher recommends conducting empirical researches to measure the impact of ICC on students' language proficiency form the stakes holders' perceptions in the field of English language teaching.

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