Developing Intercultural Communicative Competence (ICC) in English for Palestine (EFP) Textbooks for Grade Seven

Abstract

This research aims to investigate Intercultural Communicative Competence (ICC) in English for Palestine (EFP) textbooks A and B for grade seven. It adopts Byram's (1997) model as a theoretical framework for analyzing the content of grade seven textbooks. It also explores the categories and levels of cultural content to develop intercultural communicative teaching in English teaching. Further, it pinpoints different strategies to develop and promote ICC in teaching. In this qualitative research, the researcher uses content analysis. The findings show that the analysis of the Palestinian English textbooks for grade seven A and B develops ICC to a great extent. Moreover, many interactive strategies and pedagogical methods are used in these textbooks to develop ICC such as role play, poems, reports, emails, and conversations. Based on the research findings, English for Palestine textbooks for grade seven increase the awareness towards the Palestinian culture and deepen students' recognition of their identity, language and religion. It is concluded that these textbooks successfully enhance students' critical awareness and understanding of other cultures besides having a sense of pride of their own culture. In light of the research findings, the researcher recommends conducting empirical researches to measure the impact of ICC on students' language proficiency form the stakes holders' perceptions in the field of English language teaching.

MALL in Collaborative Learning as a Vocabulary-Enhancing Tool for EFL Learners: A Study Across Two Universities in Saudi Arabia

“…It combines the benefits of collaboration and prudent technology use to enhance the learners' experience. There are also other studies on using MALL for collaborative learning in general and in English in particular, including vocabulary learning (Al- Burston, 2014;Al-Ghamdi et al, 2019;Alnajjar, 2020;C. K. Chang & Hsu, 2011;Li et al, 2017;Lin & Lin, 2019;Liu & Chen, 2015;Magulod, 2018).…”