scholarly journals On Intercultural Communicative Competence: Student-teachers’ Accounts of Colombian Cultural Identity

2021 ◽  
Vol 14 (12) ◽  
pp. 69
Author(s):  
Francisco Perez-Gomez ◽  
Dra. Dina Elizabeth Cortes Coss
Keyword(s):  
Cultural Identity ◽  
Foreign Language ◽  
Student Teachers ◽  
Native Speakers ◽  
Communicative Competence ◽  
Early Stage ◽  
Language Teachers ◽  
Intercultural Communicative Competence ◽  
Cultural Concepts ◽  
Final Questionnaire

In student-teachers’ education, it is fundamental to foster the intercultural communicative competence for them to express their views on cultural concepts and phenomena in written and orally, with native and non-native speakers of a foreign language. In the same vein, future foreign language teachers, particularly at an early stage of their learning process, are expected to possess some basic citizen competencies which allow them, amongst other things, to show an understanding of the country they live in, the cultural diversity it has, and the current situation they and their co-nationals are facing (cognitive dimension).  Bering in mind the importance of competences mentioned before. This short-scale quantitative study set out to classify the perceptions that a group of student-teachers had on Colombia, their cultural identity, and Colombians’ cultural identity in general. To that end, one oral and two written short narratives along with a final questionnaire were collected and analysed using Atlas TI. 8 and Excell spreadsheets. The counting and classification of prominent speech parts that conveyed perceptions (nouns, nouns plus adjectives and adjective per se) unveiled that participants held quite optimistic views on their nation, particularly in cultural, natural, geographic, and culinary aspects. It was also revealed that student-teachers had a high appreciation of themselves culturally speaking, praising their personality and mood as most important features. Furthermore, it was unveiled that participants held a positive view about their compatriots, highlighting their personality, mood, and character. It is important to remark that positive views about own identity were much higher than general views on Colombians.

scholarly journals Reflecting on the Japan-Chile Task-Based Telecollaboration Project for Beginner-Level Learners

2015 ◽  
Vol 31 ◽  
pp. 175
Author(s):  
B. Greg Dunne
Keyword(s):  
Cultural Identity ◽  
Foreign Language ◽  
Language Learners ◽  
Communicative Competence ◽  
Language Teachers ◽  
Intercultural Communicative Competence ◽  
Foreign Language Learners ◽  
Second Language Teachers ◽  
Efl Students ◽  
Collaboration Project

Using O’Dowd and Ritter’s (2006) Inventory of Reasons for Failed Communication in Telecollaborative Projects as a barometer, this article details the considerations and procedures followed in a task-based, asynchronous email tele-collaboration project between EFL (English as a Foreign Language) learners in Japan and Chile. In a climate where current research surrounding telecollaboration continues to gravitate toward the dual foci of intercultural communicative competence and multimodal technology, this article exemplifies how the adoption of a task-based framework can greatly assist the induction of beginner-level EFL students into a telecollaborative learning environment. It also encourages EFL and ESL (English as a Second Language) teachers throughout the world to seek task designs that will help them do the same. The project experienced its share of logistical and technical challenges but by adopting the currently unconventional stance of designing tasks that highlight individual identity and downplay cultural identity the project appeared to minimize intercultural tension, unmanageable levels of incomprehensibility and inability to arrive at task outcomes.Utilisant l’article de O’Dowd et Ritter (2006) Inventory of Reasons for Failed Communication in Telecollaborative Projects comme baromètre, cet article décrit en détail les considérations et les procédures d’un projet de télécollaboration asynchrone, par courriel et basé sur les tâches entre des apprenants d’anglais langue étrangère (ALE) au Japon et au Chili. Dans le climat actuel où la recherche portant sur la télécollaboration continue à se tourner vers la compétence communicative interculturelle et la technologie multimodale, cet article démontre les bienfaits significatifs d’adopter un cadre basé sur les tâches pour accueillir les élèves débutants en ALE dans un milieu d’apprentissage télécollaboratif. L’article encourage également les enseignants d’ALE et d’ALS partout au monde à rechercher des tâches qui les aideront à en faire autant. Le projet a connu sa part de défis logistiques et techniques, mais en adoptant la position originale de concevoir des tâches qui soulignent l’identité individuelle et diminuent l’identité culturelle, il semble avoir minimisé la tension interculturelle, l’incompréhensibilité et l’incapacité à arriver aux résultats voulus.

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 Analysis of the speech act of request in the foreign language classroom

2019 ◽  
Author(s):  
Katrin Herget ◽  
Noemí Pérez
Keyword(s):  
Foreign Language ◽  
Speech Act ◽  
Native Speakers ◽  
Communicative Competence ◽  
Point Of View ◽  
Foreign Languages ◽  
Intercultural Communicative Competence ◽  
Pragmatic Awareness ◽  
Language Classroom ◽  
Different Types

Nowadays, teaching languages for specific purposes, in particular in the field of entrepreneurship, has to focus on pragmatic and intercultural aspects in response to a multicultural professional reality that comprises different areas of knowledge. Our study aims at analyzing the speech act of making a request in German and Spanish by Portuguese native speakers, i.e. BA students of Languages and Business Relations at University of Aveiro. For this study, two different types of tests were performed: the Discourse Completion Task (DCT) and the Rating Assessment Test. The data provided by the answers given to these two surveys will help the teacher to understand the pragmatic difficulties students have when making a request in these two foreign languages. The information obtained will help the teacher to focus on aspects that are really problematic from the pragmatic point of view, and at the same time, to find and implement strategies and activities that help students improve their pragmatic awareness and overcome difficulties that may arise in intercultural communication. Hence, the objective is to contribute to an adequate development of the students' pragmatic and intercultural communicative competence.

scholarly journals Developing ICC within the Activity Theory

1970 ◽  
Vol 44 (1) ◽  
pp. 149-162
Author(s):  
Teresa Siek-Piskozub
Keyword(s):  
Foreign Language ◽  
Activity Theory ◽  
Communicative Competence ◽  
Language Teachers ◽  
Intercultural Communicative Competence ◽  
Major Goal ◽  
Foreign Language Teachers ◽  
Language Competence ◽  
Cultural Components ◽  
Adam Mickiewicz

The major goal of the article is to introduce the Activity Theory as a framework for developing intercultural communicative competence (ICC) of prospective foreign language teachers with the example of students from the Faculty of English (FE) at Adam Mickiewicz University in Poznań, Poland. I will refer to the concept of ICC resulting from the evolution of the concept of language competence in which social and cultural components have become more prominent, and for which the reference to the mythical

scholarly journals Developing Intercultural Communicative Competence in ELF Communication

2015 ◽  
Vol 12 (1) ◽  
pp. 49-60
Author(s):  
Lili Cavalheiro
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Cultural Awareness ◽  
Native Speakers ◽  
Communicative Competence ◽  
Learning Processes ◽  
Intercultural Communicative Competence ◽  
Language Pedagogy ◽  
Critical Awareness ◽  
Communicative Strategies

The traditional notion of English as a foreign language solely for communicating with native speakers can no longer be applied in a world that is constantly changing, hence paving the way for an alternative use of the language known as English as a lingua franca. As a result, instead of focusing only on grammatical correctness, research into language pedagogy has also come to recognize the importance of exploring bottom-up learning processes, and developing intercultural communicative competence (ICC) and more communicative-based methods. Nowadays, it is essential to acquire the knowledge, skills, attitudes and critical cultural awareness necessary to communicate successfully. To show the importance of integrating ICC in language pedagogy, a recording from the Vienna-Oxford International Corpus of English is analysed here to demonstrate the significance of developing critical awareness as well as several communicative strategies, so that language learners can afterwards have the necessary ICC to interact in today’s multi-lingual/cultural society.

Foreign Language Teachers and Intercultural Competence Teaching. Are they in Favour or Against It? Results from an International Investigation

2006 ◽  
Vol 151 ◽  
pp. 15-31
Author(s):  
Lies Sercu
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
International Research ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Intercultural Communicative Competence ◽  
Foreign Language Teachers ◽  
Teaching In Foreign Language

Foreign language curricula now frequently require foreign language teachers to integrate intercultural competence teaching in foreign language education. This study's objective was to investigate whether and to what extent foreign language teachers support this new objective. To that aim, an international research design was developed, involving teachers in Belgium, Bulgaria, Greece, Mexico, Poland, Spain and Sweden. Our findings suggest that the larger part of the teachers who participated in our study are clearly willing to teach intercultural communicative competence (icc) in their classrooms, but that this overall positive disposition is conditioned by a number of convictions regarding the best way to teach ICC. In addition, we found that, despite differences in national teaching circumstances, teachers in different countries share a number of these convictions.

TECHNOLOGIES OF FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN EXTRACURRICULAR TIME AT THE MIDDLE STAGE OF FOREIGN LANGUAGE TEACHING

2021 ◽  
Author(s):  
Марьям Магомедбековна Курбанова ◽  
Габибула Муталлипович Рабаданов
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
School Students ◽  
Middle Stage

Статья посвящена рассмотрению понятия межкультурной коммуникативной компетенции и различных технологий по ее формирования у учеников средней школы. The article is devoted to the consideration of the concept of intercultural communicative competence and various technologies for its formation in secondary school students.

A Multicultural Approach at the Early Stage of Teaching a Foreign language

2021 ◽  
pp. 34-40
Author(s):  
Nadezhda Kantysheva ◽  
Alfiya Rahmatullina
Keyword(s):  
Foreign Language ◽  
Novice Teacher ◽  
Early Stage ◽  
Language Teachers ◽  
Future Teacher ◽  
Cultural Identification ◽  
Foreign Language Teachers ◽  
The World ◽  
Elective Course ◽  
Technological Competencies

The article presents the experience of developing an elective course program for future foreign language teachers studying at Tyumen State University. The content of the course is based on the principles of communication and variability and is focused on the development of the communicative, psychological, pedagogical and technological competencies of the future teacher. The creation by the teacher of favorable pedagogical conditions for a positive cultural identification of the student’s personality allows the child to become aware of the multicultural space of the world. The professional portfolio of a novice teacher includes techniques, methods and technologies that can be used for further pedagogical modeling.

scholarly journals Foreign Language Beliefs and Behaviors of English Speaking Communities’

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Sukma Nur Ardini
Keyword(s):  
Cultural Identity ◽  
Foreign Language ◽  
Native Speakers ◽  
The Other ◽  
Classroom Talk ◽  
Qualitative Design ◽  
English Speaking ◽  
And Behaviors ◽  
Descriptive Qualitative

The aim of this paper is to report the observation findings of foreign language beliefs and behaviors among three communities of English speaking communities’ specific of their cultural identity. The study used descriptive qualitative design since the author wants to describe the phenomenon happened in this study. Three English speaking communities were taken as the data; first, Krismit whatsApp group conversation; second, a private whatsApp conversation between two non-native speakers; third, a classroom talk. Those data were taken from the author’s cellphone, then the chats were exported, transcribed and analyzed well through their beliefs and behaviors specific of their cultural identity. The findings of the present study indicate that the awareness of using English pattern in two communities needs to be more highlighted, while the other community revealed the cultural matter in the form of expressions. Therefore, teachers’ and educators’ big effort in decreasing this issue is crucially needed.

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