Towards Intercultural Literacy of Language Teacher Education in the 21st Century
TL;DR: The authors proposed a model of intercultural literacy for language teachers to develop as part of their teacher education, which includes intercultural verbal communication competence, intercultural attitudes, and intercultural nonverbal communication competence.
Abstract: In the 21st century, language teacher education faces new challenges to cultivate multiliteracy in culturally diverse classrooms. This chapter focuses on the intercultural literacy language teachers need to develop as part of their teacher education and proposes a new model of intercultural literacy which includes intercultural verbal communication competence, intercultural attitudes, intercultural nonverbal communication competence, and intercultural awareness. These skills will contribute to language teacher education of the 21st century and the teachers’ newfound intercultural literacy will help them meet the intercultural challenges and learning needs of culturally diverse students. This raises the question of why language teachers may need intercultural literacy. The four components of the model are described in detail, supported with current research, and illustrated with examples of literacy practices that can be implemented in the classroom.
Citations
More filters
TL;DR: This paper examined the effectiveness of the Intercultural Interaction Zone (IIZ) instructional model in transforming traumatic or sad experiences instigated by war and migration into inspirational ones, and found that the IIZ instructional model can transform traumatic experiences into inspirational experiences.
Abstract: This study examines the effectiveness of the Intercultural Interaction Zone (IIZ) instructional model in transforming traumatic or sad experiences instigated by war and migration into inspirational...
6 citations
Cites background from "Towards Intercultural Literacy of L..."
...Yang (2020) has proposed a new intercultural literacy model including intercultural verbal and nonverbal communication, attitudes, and awareness....
[...]
TL;DR: This article pointed out a connection between learners' motivation to learn to speak in a second language and the use of process drama, particularly the strategy of teacher in role, and the seminal text Words into Worlds crafted these fndings into an argument that captured the imagination of many, including myself.
Abstract: research in the feld was Shin Mei Kao’s (1994) doctoral study on process drama for second language acquisition. Here, ‘process drama’ refers to a dramatic form in the Drama in Education tradition, with the teacher and the participants working in and out of role (O’Neill, 1995). Kao’s work pointed to a connection between learners’ motivation to speak in a second language and the use of process drama, particularly the strategy of teacher in role. Kao and O’Neill’s (1998) seminal text Words into Worlds crafted these fndings into an argument that captured the imagination of many, including myself, sparking a wealth of research in the feld.
1 citations
01 Jan 2022
TL;DR: In this article , the authors focus on how pre-service novice TESOL teachers developed their intercultural identity while assisting their students of different language and cultural backgrounds in learning ESL and engaging in workintegrated learning in Australia.
Abstract: This chapter focuses on how pre-service novice TESOL teachers developed their intercultural identity while assisting their students of different language and cultural backgrounds in learning ESL and engaging in work-integrated learning in Australia. Based on the theoretical framework of intercultural communication competence, this project used a qualitative method and collected data from ten pre-service novice TESOL teachers who took work placements at English language colleges in Sydney. Data included two types of written documents, including TESOL internship/placement reports each pre-service novice teacher completed and TESOL teacher mentor reports provided by their mentors. Data were coded and analyzed to identify emerging themes. The results showed that the pre-service TESOL teachers constructed their intercultural identity through working collaboratively with their mentors and students, valued online work-integrated learning experience, demonstrated intercultural empathy, and developed their verbal and nonverbal communication skills. The research implications were discussed to inform the current TESOL theories and practices as well as the future research directions.
References
More filters
TL;DR: Intercultural awareness (ICA) as mentioned in this paper is an alternative "non-essentialist" view of culture and language that better accounts for the fluid and dynamic relationship between them, and it can be translated into classroom pedagogy.
Abstract: Cultural awareness (CA) has emerged over the last few decades as a significant part of conceptualizing the cultural dimension to language teaching. That is, L2 users need to understand L2 communication as a cultural process and to be aware of their own culturally based communicative behaviour and that of others. However, while CA has provided a vital base of knowledge in relation to the cultural aspects of language use and teaching, it is still rooted in a national conception of culture and language. This is problematic given that English is now used as a global lingua franca. Intercultural awareness (ICA) is presented here as an alternative ‘non-essentialist’ view of culture and language that better accounts for the fluid and dynamic relationship between them. Key components of ICA are discussed along with their relevance to ELT practices and suggestions as to how they can be translated into classroom pedagogy
330 citations
TL;DR: This article examined the prevalence and correlates of negative attitudes towards refugees in an Australian sample and found that both realistic and symbolic threats were influential in predicting prejudicial attitudes and, of these, realistic threat was the better predictor.
Abstract: Australia has a significant intake of refugees each year. The majority enter through the humanitarian entrants program and a small percentage arrive seeking asylum. These processes have resulted in considerable debate, which has sometimes been associated with negative attitudes within the mainstream community. Research has indicated that realistic threat and symbolic threat are important components of the integrated threat theory for understanding opposition towards immigrants and refugees. Social desirability has also been indicated as potentially influential in the expression of negative attitudes. The current study examined the prevalence and correlates of negative attitudes towards refugees in an Australian sample. Participants comprised 261 volunteer university students (119 males and 142 females). Participants were assessed on a prejudicial attitude measure, measures of symbolic and realistic threat and the Marlowe-Crowne Social Desirability Scale. The results indicated over half (59.8%) of participants scored above the mid-point on prejudicial attitudes. Males reported less favourable attitudes towards refugees than females. Analysis revealed both realistic and symbolic threats were influential in predicting prejudicial attitudes and, of these, realistic threat was the better predictor. The results are discussed in relation to the integrated threat theory of prejudice and in the context of addressing prejudice towards refugees in Australia.
147 citations
TL;DR: In this paper, the vector of lip-pointing is defined by gaze, and the lippointing action itself is a gaze-switch, i.e. it indicates that the speaker is now pointing out something with his or her gaze.
Abstract: ‘Lip-pointing’ is a widespread but little-documented form of deictic gesture, which may involve not just protruding one or both lips, but also raising the head, sticking out the chin, lifting the eyebrows, among other things. This paper discusses form and function of lip-pointing with reference to a set of examples collected on video in Laos. There are various parameters with respect to which the conventional form of a lip-pointing gesture may vary. There is also a range of ways in which lip-pointing gestures can be coordinated with other kinds of deictic gesture such as various forms of hand pointing. The attested coordinating/sequencing possibilities can be related to specific functional properties of lip-pointing among Lao speakers, particularly in the context of other forms of deictic gesture, which have different functional properties. It is argued that the ‘vector’ of lip-pointing is in fact defined by gaze, and that the lip-pointing action itself (like other kinds of ‘pointing’ involving the head area) is a ‘gaze-switch’, i.e. it indicates that the speaker is now pointing out something with his or her gaze. Finally, I consider the position of lip-pointing in the broader deictic gesture system of Lao speakers, firstly as a ‘lower register’ form, and secondly as a form of deictic gesture which may contrast with forms of hand pointing.
132 citations
01 Jan 1998
TL;DR: This Article is brought to you for free and open access by the Communication Studies at DigitalCommons@URI.uri.edu.
Abstract: This Article is brought to you for free and open access by the Communication Studies at DigitalCommons@URI. It has been accepted for inclusion in Communication Studies Faculty Publications by an authorized administrator of DigitalCommons@URI. For more information, please contact digitalcommons@etal.uri.edu. Citation/Publisher Attribution Chen, Guo-Ming, and William J. Starosta. "A review of the concept of intercultural awareness." Human Communication, vol. 2, 1998-1999, pp. 27-54.
127 citations
TL;DR: The authors argued that the complexity and diversity of languages, communities and cultures present in many higher education institutes mean we can no longer assume a connection between the language of instruction, a local host community and a national culture and language.
Abstract: The increasingly international orientation of many higher education (HE) institutes and the growing role of English as an academic lingua franca have far-reaching implications for how we conceptualise universities and student mobility. In this paper, it is argued that the complexity and diversity of languages, communities and cultures present in many HE institutes mean we can no longer assume a connection between the language of instruction, a local host community and a national culture and language. This is particularly the case in English medium instruction programmes outside of Anglophones settings but also in international universities in Anglophone settings, both of which will be the focus of this paper. The term transcultural university is adopted to reflect this complexity and to move beyond nation-based conceptions of universities. In educating students for mobility in such environments, it is suggested that pedagogy needs to go beyond essentialist language, culture and nation correlations...
67 citations