This book examines the concept of interculturality in English Language Teaching (ELT), using examples from diverse international and educational settings to demonstrate different approaches. Increased contact between multilingual speakers from different cultural backgrounds means that linguistic and intercultural competence must be taught hand in hand, and the approaches featured here will: encourage learners to develop intercultural sensitivity and a critical intercultural attitude; mitigate the limitations of textbooks and extend the learning to global issues, intercultural citizenship, and media literacy; show the potential of telecollaboration and popular culture as pedagogical resources; and demonstrate the value of interculturality in English as lingua franca situations and English for Academic Purposes. The chapters feature empirical studies from around the world, and include questions for reflection and recommended reading so that readers can engage more closely with key concepts, compare and adapt the practices most relevant to them. This book contributes to the literature on (inter)cultural pedagogy, English as a lingua franca, language pedagogy, and teacher professional development, and will be an invaluable tool for English language teachers, teacher trainers and educators seeking to enrich their practice. It will also be of interest to students and scholars of Applied Linguistics, especially language education.
Author(s): Mabel Victoria, Chittima Sangiamchit
Publisher: Palgrave Macmillan
Year: 2021
Language: English
Pages: 324
City: Cham
Preface
Acknowledgements
Contents
Notes on Contributors
List of Figures
List of Tables
1 Introduction: Interculturality and the English Language Classroom
Introduction
English Language Teaching and Culture
Essentialism and Non-essentialism
Neo-essentialism
Defining Interculturality
What the Volume Is About?
Structure of This Volume
References
Part I Teacher’s Voices: Exploring Ways to Research Interculturality in ELT
2 A Cultural Studies Approach to Interculturality in ELT
Introduction
Teacher Perceptions and Practices of Interculturality
A Cultural Studies Approach to Interculturality
Teacher Education: Module in Intercultural Competence
A Cultural Studies Case: An Open Letter on Facebook
Principles for Intercultural Language Learning
Noticing
Comparing
Reflecting
Interacting
Exam Synopsis: A Cultural Studies Approach to Work with Representation and Gender in the EFL Classroom
Teaching Interculturality in ELT
Implications for Teacher Education
Conclusion: A Cultural Studies Approach to Interculturality and Language Learning and Teaching
Recommended Texts
Engagement Priorities
References
3 ELT and Interculturality: Approaching Such a (Dis)Connection Through the Voices of Future Brazilian Teachers of English
Introduction
The ELT Scenario in Brazil
The Culture(s) of a Global Language
Interculturality and ELT
ELT and Interculturality: The Voice of Brazilian Teachers
Concluding Remarks
Recommended Texts
Engagement Priorities
References
4 Interculturality and Professional Identity: Exploring the Potential of Telecollaboration in Foreign Language Teacher Education
Introduction
Theoretical Background
Professional Teacher Identity and Teacher Education
Telecollaboration and Teacher Education
The Significance of Interculturality/Diversity in Teacher Education
Research Methodology
Research Objectives
Participant Profiles and Context
Instruments
Results
Discussion and Practical Implications
Telecollaboration and intercutural communicative competence
Student Teachers’ International Experience
Maximizing the Benefits of Telecollaboration
Conclusions
Recommended Texts
Engagement Priorities
Further Research
References
Part II Integrating Interculturality in ELT Textbooks
5 Teaching Global Issues for Intercultural Citizenship in a Tunisian EFL Textbook: “Skills for Life”
Introduction
Interculturality and Intercultural Citizenship
Intercultural Citizenship in Foreign Language Education
Intercultural Citizenship Education in Textbooks
Intercultural Citizenship in a Tunisian EFL Textbook: “Skills for Life”
Textbook Content
Textbook Activities
Conclusion
Recommendations
Recommended Texts
Engagement Priorities
References
6 Intercultural Competence in the Curriculum and in Textbooks—Which Lessons Can Be Learnt from EFL Textbooks in Norwegian Schools?
Introduction
Background
The Norwegian Education System
Intercultural Competence and Textbook Representations of Cultures
Intercultural Competence in the Norwegian EFL Curriculum
Intercultural Competence in Norwegian EFL Textbooks
Methodology
Analysis of Extracts from EFL Textbooks
Discussion
What Can Be Learnt from the Norwegian Example?
Engagement Priorities
Recommended Texts
Appendix 1
Bibliography
7 Cultivating Critical Interculturality in Adult ESOL
Introduction
Theoretical Background
Interculturality in ELT
Critical Pedagogy and Critical Interculturality
The Decolonial Turn
Justice-Oriented Citizenship
Defining Critical Interculturality for Adult ESOL
Culture in Adult ESOL Materials
Representations of U.S. Culture
Representations of the Immigrant Experience
Treatment of Criticality
Taking Action
Establishing a Baseline
Towards a Critical-Intercultural Stance in Adult ESOL
Why This Shift?
What Does This Shift Look like?
Cultivating Critical Interculturality in the Adult ESOL Classroom
Modelling Criticality
Selecting Examples
Co-Constructing Knowledge
Decentering Systemic Monoculturalism
Create an Explicitly Dialogic Community
Conclusion
Recommended Texts
Engagement Priorities
References
Part III The Role of English in the Learning and Teaching of Interculturality
8 The ‘Intercultural’ and English as a Lingua Franca in International Higher Education: Expectations, Realities and Implications for English Language Teaching
Introduction
The ‘Intercultural’
The ‘Intercultural’ and the English Language: Language, Culture and English as a Lingua Franca (ELF)
The ‘Intercultural’ and ‘Interculturality’ in IHE in Thailand and Malaysia: Multiplicity of Nationality, Language and Identity
Nationality and Identity as Multiple Resources in Interculturality
The English Language and Identity: Beyond National Cultural Framework
English and Interculturality in IHE: A Lingua Franca or a Cultural Franca
Expectations and Realities of ELF and Interculturalities in IHE: Pedagogical Practices and Implications for ELT
Conclusion
Engagement Priorities
Recommended Texts
References
9 Moving from Cultural Ethnocentrism to Enthnorelativism Through the Affordance of English Language Learning Experience
Introduction
Intercultural Competence and Ethnocentrism
The Study Method for Measuring University Students’ Ethnocentrism
Effect of Language Education on Students’ Ethnocentrism and Ethnorelativism
Implications for Intercultural Pedagogy
Conclusion
Engagement Priorities
Recommended Texts
References
10 Using ‘Interculturality’ to Increase the Value of ELT in Academic Contexts
Introduction
One: Current ELT Approaches to EAP Are Grounded in Key Linguistics Theories
Two: Students Often Require Media That Necessitate Knowledge and Usage of Non-Text Based Visual or Mathematical Language
Three: Using ‘Interculturality’, and in Particular, Deardorff’s Pyramid Model of Intercultural Competence, EAP Teachers Can Learn from Lecturers and Students When the Different Approaches Are Needed by Students
Conclusion
Recommended Texts
Engagement Priorities
References
11 Conclusion: Interculturality and the English Language Classroom—Intercultural Approaches and Moving Forward
Major Challenges and Practical Approaches in Integrating Interculturality in English Language Teaching
Future Direction of Interculturality in the English Language Classroom
Conclusion and Moving Forward
References
Index
