Interculturality and the English Language Classroom

Description

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. 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