Between one’s own culture and the target culture: the language teacher as intercultural mediator

Clouet, Richard

doi:10.30827/digibug.30433

Cited by 11 publications

(7 citation statements)

References 22 publications

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“…However, perhaps both indigenization and internationalization have a place in language education. Clouet (2006) suggested that while learning about the target culture is an essential part of language education, it is best done by comparing and contrasting with the local culture in order to give students a way to understand the new world, and a new lens with which to examine their own.…”

Section: Western Vs Localized Content For Efl Classes-theoreticalmentioning

confidence: 99%

Using Indigenous Folktales as EFL Materials to Increase the Foreign Language Enjoyment and Learning Motivation of Indigenous Taiwanese Students

Taylor

2022

IJREE

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This study seeks to determine whether or not using indigenous Taiwanese folktales as materials in EFL classes could help to improve the learning outcomes of indigenous Taiwanese high school students by increasing their foreign language enjoyment and motivation. Indigenous high school students in this study used two types of classroom materials: A graded reader set in a generic western milieu and then a series of indigenous folktales that had been translated into English. After each intervention, the students were asked to fill out a questionnaire that evaluated their enjoyment, interest, motivation, and self-perceived efficacy. Interviews and focus groups followed. The study found that students enjoyed the indigenous stories more by a statistically significant margin. The indigenous stories were also more effective in motivating students, while students perceived both types of material to be equally effective in terms of helping them learn new words and improve their proficiency.Implications for practitioners and policy makers are discussed.

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Section: Western Vs Localized Content For Efl Classes-theoreticalmentioning

confidence: 99%

Using Indigenous Folktales as EFL Materials to Increase the Foreign Language Enjoyment and Learning Motivation of Indigenous Taiwanese Students

Taylor

2022

IJREE

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“…Some methodological, cross-cultural issues of intercultural competence development are studied in the works of M. Warschauer (1996), W. Gudykunst (2003). The problems of abilities within intercultural and cross-cultural communication are investigated by D. Buttjes (1990), D. Buttjes, M. Byram (1991), G. Hofstede ( 2001), R. Clouet (2006), J. Shirley (2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Intercultural Competence Development at Universities

Holubnycha

Костікова

Сорока

et al. 2021

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The aim of the paper is to identify and describe some specifics of intercultural competence development at the tertiary level in the framework of language and culture. Different views on intercultural competence development in higher education are presented as well as intercultural competence development in different countries and many scholars’ points of views. The results show certain specifics of intercultural competence development including linguistic competence, linguistic and cultural competence, as well as the components of intercultural competence development: the knowledge of foreign languages, cultural background knowledge, and basic soft skills. It is stated that knowing foreign languages, understanding the national culture of the target language, and having universal soft skills are necessary for successful intercultural competence development. Some soft skills are developed too, such as: tolerance, a sense of responsibility for one’s actions, the ability to empathy, understanding and acceptance of a foreign culture, the ability and desire to understand the difference and unity of one’s culture and the country culture of a target language, a sense of adequate and friendly perception of a foreign language and its realities. It is concluded that it is important to know a theory and have a practice for intercultural competence development and intercultural communication, since a foreign language, culture can only be acquired through activities. As for the specifics of intercultural competence development at the tertiary level in national universities, an indirect character of its development and patterning during intercultural communication are characterized.

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“…Affective domain associates with attitude, motivation, or anxiety in learning foreign language (Henter, 2014). Language teaching with local culture affects attitude and also motivation (Clouet, 2006). In a research study done by Shahed (2013), instructors revealed that students hesitate to read any materials which are culturally unusual.…”

Section: Familiarity Of Local Culture-based Reading Materialsmentioning

confidence: 99%

Local Culture-Based Reading Materials for Efl Context

Aminullah

Sada

Sudarsono

2019

icote

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Teaching English to non-native learners is always a challenging task for any teacher in EFL contexts. One perpetual reason is the lack of exposure to the target language both orally and in writing. Debate continues about two opposing views on the utilization of authentic reading materials and the utilization of local-based reading. This paper attempts to defend the latter view by elaborating the potentials of local culture-based materials and their role in the EFL Classroom. This is a library research where the information is gathered from studies by other researchers. In EFL context, where the learners rarely have a direct acquaintance with native speakers, the benefits of making use of authentic reading book are not meaningful especially for the beginner level students due to the issues such as text readability, cultural understanding, and experiential input. Therefore, local culture-based reading materials are recommended to be developed since it suggests many benefits for the students in English as a Foreign Language context.

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Between one’s own culture and the target culture: the language teacher as intercultural mediator

Cited by 11 publications

References 22 publications

Using Indigenous Folktales as EFL Materials to Increase the Foreign Language Enjoyment and Learning Motivation of Indigenous Taiwanese Students

Using Indigenous Folktales as EFL Materials to Increase the Foreign Language Enjoyment and Learning Motivation of Indigenous Taiwanese Students

Intercultural Competence Development at Universities

Local Culture-Based Reading Materials for Efl Context

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