Susilo, A., Yang, P., & Qi, R. (2019). Shaping EFL Teachers’ Critical Intercultural Awareness through Intercultural Education (original) (raw)
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SHAPING EFL TEACHERS’ CRITICAL INTERCULTURAL AWARENESS THROUGH INTERCULTURAL EDUCATION
Proceedings of the 3rd English Language and Literature International Conference (ELLiC), 2019
English as a foreign language (EFL) programs necessarily address intercultural communication competence (ICC). As part of their learning outcomes, they seek to equip students with knowledge, attitudes, and communication skills to help them engage effectively in diverse sociocultural contexts. However, the lack of critical intercultural awareness (CIA) is a key factor that hinders EFL teachers from promoting students’ ICC. This article focuses on strategies to develop EFL teachers’ CIA in the Indonesian higher education context by conceptually examining the in-progress formation of EFL teachers’ CIA from two perspectives. First, how teaching intercultural education encourages EFL teachers’ awareness and understandings of their own culture and worldview frameworks. Second, how developing syllabus documents on intercultural aspects and selecting interculturally appropriate learner-centred resources and pedagogical tasks can proactively promote ICC. Furthermore, the paper presents a sample activity to promote intercultural learning that can foster EFL teachers’ CIA.
Advances in social science, education and humanities research, 2023
Fostering Intercultural Communicative Competence (ICC) in the EFL milieu has attracted considerable worldwide scholars' interest. Despite the myriads of literature on ICC in the EFL settings, integrating ICC into EFL instruction is still underexplored in the Indonesian context, especially in the eastern part of Indonesia. To fill the empirical lacuna, the current study seeks to portray Indonesian EFL teachers' perceptions of ICC and explore how these teachers give culturally laden instruction in their teaching praxis. Six English teachers from private and state-run schools were recruited to participate in this study. Open-ended interviews were made to amass the data. Findings show that most participants are unfamiliar with the postulation of ICC. Different lengths of teaching experience, educational backgrounds, and schools' geographical spaces have resulted in different models of culturally laden instructions and interculturality was not explicitly taught in most teachers' classrooms. Their instruction mainly focused on linguistic aspects using authentic materials from inner-circle countries or textbooks endorsed by the curriculum. The research findings recommend that teachers be trained to make culturally-embedded instruction explicit and be exposed to cultural diversity through more intercultural encounters.
Indonesian EFL Journal, 2020
As the result of globalization, the English language teaching goals in many countries have shifted from communicative competence to intercultural communicative competence (ICC). However, among the small number of studies on ICC in Indonesia, most of them focus on ICC in the tertiary level which shows there is a gap of work in the secondary level of education. Thus, this article attempts to seek the truth about senior high school teachers� understanding and beliefs as well as revealing their attempts in promoting ICC in the classroom. The case study was employed with two novice teachers as participants through interview and document analysis. The finding shows some interesting facts that both teachers viewed concept of ICC similarly as cross-cultural understanding in a way both to overcome misunderstanding and culture shock. Both teachers believed that language is culture bound, yet, only a very small trace of cultural aspects were shown in the documents; and as they viewed culture a...
SAGA: Journal of English Language Teaching and Applied Linguistics
The development of intercultural communicative competence (henceforth ICC) has inevitably made one be able to mingle and communicate effectively and appropriately using the target language with other people who have different backgrounds of culture, language, and nation. It is due to the ICC is seen as a complex competence in this twenty-first-century life. However, in the educational context, this competence is rarely noticed seriously by the Indonesian EFL or English teachers. Therefore, this paper is set out to present a comprehensive understanding of ICC and recommend a number of competencies related to ICC that should be possessed by the Indonesian EFL or English teachers in Indonesia. The competencies are linguistic, sociolinguistic, discourse, intercultural competence, and intercultural awareness which are all considered able to assist the Indonesian EFL or English teachers in developing their intercultural competence and their student’s ICC too.
International Journal of Multicultural and Multireligious Understanding, 2021
Since the 21st century, English learning has been governed by three lingual paradigms, namely the theories of English as a lingua franca, world Englishes, and English as an international language. The three theories agree that ideally the goal of English learning, especially for the EFL context, is to master intercultural communicative competence (ICC). Thus, this study applied a mixed method to investigate Indonesian EFL teachers’ attitudes towards ICC as a goal of EFL learning. 50 Indonesian EFL teachers were involved as the participants. The quantitative data were collected using questionnaires, and the qualitative data were garnered from interviews. The quantitative data were analyzed using descriptive statistics, and the qualitative data were analyzed using an interactive model. This study revealed that in general most of Indonesian EFL teachers had positive attitudes towards ICC as a goal of EFL learning. Their positive attitudes represented their psychological tendencies cove...
Journal of English Language Teaching and Linguistics
In the twenty-first century life, the demand to become an intercultural speaker becomes very crucial. It is seen through the incremental important attention of having an intercultural communicative competence (ICC) which is seen as one of the main key competencies in global worldwide. This condition urges any teacher to master the ICC completely as to assist their students to become intercultural speakers in multicultural situations. However, this competence has not been noticed thoroughly by Indonesian EFL teachers since most of them are reluctant to develop their competence in term of integrating the elements of ICC into their teaching-learning process. Hence, this present article recommends a number of competencies related to ICC's elements in which the Indonesian EFL teachers should have, namely, the linguistic, sociolinguistic, discourse, and intercultural competence which are considered able to aid the Indonesian EFL teachers in enhancing the students' ICC.
Teachers' Perceptions towards Promoting Intercultural Communicative Competence in the EFL Classroom
rEFLections, 2018
In language teaching, linguistic competence has typically been the main curricular focus. However, in this era of globalization, in which people from all over the world are interconnected, simply equipping learners with linguistic competence may not be sufficient. In addition, the effectiveness and appropriateness of communication play important roles in language learning. As a result, promoting intercultural communicative competence in the language classroom has become of interest to many scholars. This study was conducted to investigate the perceptions of EFL teachers towards promoting intercultural communicative competence (ICC) in EFL classes, and the strategies they use to promote ICC. The participants of the study included seven Thai teachers from an English for Workplace Communication course at KMUTT. The qualitative data from the semi-structured interviews was analyzed using Deardorff's ICC framework (2006). The findings revealed that most of the teachers perceived ICC as the ability to communicate effectively and appropriately with people from different cultures, and the ability to be aware of cultural diversity. Desired external outcome, skills, knowledge and requisite attitude towards cultural differences are the aspects of ICC that teachers have typically focused upon. Nonetheless, teachers have different perceptions towards culture, and as such their respective understandings of ICC vary slightly. The preferred strategies that most of the teachers used to promote ICC are anecdotes from the teachers' direct experience, asking students to read and discuss, and student role-play. Role-play is the most effective way to promote ICC, in the teachers' opinion.
2019
While the use of appropriate linguistic features of the target language is essential for successful communication, sociocultural factors also play a crucial role. Intercultural communicative competence (ICC) is one dimension of sociocultural awareness that has been recognized as integral for communicative competence. However, the integration of ICC in second/foreign language classrooms remains a challenge, possibly due to the fact that language educators tend to have more knowledge about the target language than its related cultural aspects (Celce-Murcia, 2007). This study, therefore, aims to find out the perceptions of students before and after integrating ICC in an elementary level English course. The study also attempts to reveal the reflections of the teacher offering this course about using ICC while teaching English. The participants were 20 Turkish EFL students and their teacher. The quantitative data were collected through pre-and post-ICC scale, while the qualitative data came from students' semi-structured interviews and teacher's reflective journals. The findings revealed that there were significant differences in the perceptions of the participants after the integration of ICC, which increased their awareness about different cultures, their own culture as well as the role of culture in language learning. Similarly, the teacher shared positive reflections about ICC-driven module in English classrooms apart from some difficulties experienced related to the speed of the videos and selected topics. The obtained findings offered pedagogical implications and suggestions about the inclusion of ICC in EFL classrooms.
Langkawi: Journal of The Association for Arabic and English, 2021
The lack of intercultural communication skills will likely cause disharmony, misunderstanding, and even conflict in communication. To be successful in communication with native speakers depends on language skills, customs, and cultural knowledge. In the age of global communication, English as a Foreign Language (EFL) teaching goals should be reoriented to cultivate intercultural communication competence (ICC). EFL learners should have this intercultural competence and be sensitive in order to avoid disharmony, misunderstandings, and even conflicts in communication. The main objective of this preliminary study is to reveal the levels of intercultural communicative competence among EFL students at a state university in Indonesia. A survey questionnaire was performed employing a quantitative analysis in this study. Eighty-nine students filled out the ICC questionnaire, which consisted of 20 questions. Findings indicated that most of the students had a low ICC level because they are lac...
Intercultural Communication in EFL Classrooms
Ethical Lingua Journal of Language Teaching and Literature, Volume 5, Number 2, 2018
Intercultural communication is an important aspect in EFL classrooms since EFL classrooms are one of the learners' environments to learn the culture and intercultural communication. The researcher employed the quantitative research with survey design. This study investigated the place of culture and intercultural communication in Torajan EFL classrooms and Torajan students' perceptions on Imperatives for studying Intercultural Communication. It is found that: Students needed for the new cultural and intercultural knowledge in EFL classrooms and hoped that curriculum can meet their needs on intercultural communication competence, and students are aware and hope to institutional and EFL lecturers to create intercultural environment and encourage effective intercultural dialogue in EFL classrooms in order to achieve: pedagogical, personal development, peace, economic, demographic, and ethical imperatives of intercultural communication.