From cultural awareness to intercultural awareness: culture in ELT

Baker, Will

doi:10.1093/elt/ccr017

Cited by 286 publications

(221 citation statements)

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“…Although the use of "culture" within a transnational paradigm is not linked to national culture, communication is still closely intertwined with "culture". As Baker (2012) writes, "language, even used as a lingua franca, can never be culturally neutral" (64). While also acknowledging biological factors, there is no doubt that our mindsets and communication patterns are influenced by our surroundings or group memberships.…”

Section: Defining "Intercultural Competence"mentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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Section: Defining "Intercultural Competence"mentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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“…Cultural awareness has emerged over the last few decades as a significant part of conceptualizing the cultural dimension to language teaching [1], and many learning approaches are culturally determined [2]. For example, teachers may recognise that the reasons for their students' inhibitions are cultural in origin [3].…”

Section: Confucianism and Language Education For Young Learnersmentioning

confidence: 99%

Leading Role of Educators in ELT for Young Learners

2014

Int. J. Emerg. Technol. Learn.

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Abstract-This paper discusses the leading role of Chinese educators in English Language Teaching (ELT) for young learners. English is a global language. ELT for children becomes especially popular in China when English was officially considered compulsory at primary school in 2001. National identity is the presentation of cultural identity, and alien culture helps children understand native culture from the outside perspective. Culture sensitive applications are required to be made in ELT by teachers. Educators' excellent presentation and students' well-established practice lead to full production, bringing the active intake from the passive input.Index Terms-Active Intake, Confucianism, English Language Teaching, Passive Input I. INTRODUCTION English plays a continued dominant role in language education. It is widely used in primary education throughout the world despite constantly changing between generations. Standard English is a global language, clearly considered the first language of the international education system. Many eager learners' passionate love of the language is absolute and they take efforts to make progress shown by increased fluency. Access to English is considered to meet the educational and economic needs of personal development and preparation for employment.English Language Teaching (ELT) programmes spread dramatically throughout China. For Chinese pupils, speaking in fluent English is now the weapon enabling them to have a sufficient say in international affairs. The enormous and explosive growth of ELL has been accompanied by the similarly significant expansion of ELT.Teacher education is one of the key factors of ELT. Teaching for young learners basically depends on cultural expectations about how children adhere to their traditional culture and how they conform to alien culture. ELT is to be done by fostering powerful cultural influence and emphasizing cultural achievements. A separation from exotic culture and native culture is a damaging way forward for both languages since the attainment target is to develop confidence and competence in a wide variety of situations. The educators should provide the ample and suitable opportunities to help children to practice the language both in and outside the classroom, and to learn more about the alien culture. This paper will, first of all, begin by discussing the relationships between Confucianism and language education. Then, we highlight the discussion of how western culture exerts undue influence on education in Confucianism-

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“…It is very important to have a good understanding of the sociocultural setting but the task is challenging because the communication situation is in constant change. Only understanding one particular native-speaker community's sociocultural norms is not sufficient for global uses of English and it is necessary to have an extensive understanding of various cultural contexts (Baker, 2012). Knowing more cultures certainly helps intercultural communication, but culture knowledge learning is not equal to cultivating intercultural communication competence.…”

Section: B English Language Teaching and Intercultural Communicativementioning

confidence: 99%

“…Knowing more cultures certainly helps intercultural communication, but culture knowledge learning is not equal to cultivating intercultural communication competence. Baker (2012) recognizes "a tension between established fixed forms of communicative practice and the more situated dynamic communicative practice of an L2" (p. 64), which indicates the significance of intercultural communicative competence, the ability to adopt appropriate communicative strategies based on the sociocultural settings.…”

Section: B English Language Teaching and Intercultural Communicativementioning

confidence: 99%

Facilitating Intercultural Study through Novel Reading —The Application of Reading Task Journals

Nie

2017

TPLS

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Abstract-As English becomes the global lingua franca, the correlation between the English language and a particular culture is problematic (Baker, 2012). Thus, EFL learners are expected to cultivate their intercultural competence while improving their linguistic competence. There is a growing interest in introducing novel reading to intercultural communication courses, because EFL learners can be exposed to more cultural varieties and understand the culture concepts better by drawing on examples from the novel. However, many EFL learners feel overwhelmed to read due to the reading task difficulty and the lack of guidance about intercultural study. This paper aimed to investigate the effectiveness of applying reading task journals to facilitate students' intercultural study through novel reading. The research findings indicate that the difficulty of novel reading lies in the cultural aspect and the reading task journals successfully help EFL learners comprehend the novel, raise the awareness of the reading process, improve language skills, undertake intercultural study and enhance intercultural communicative competence in the end. Index Terms-intercultural communication, novel reading, reading task journals, EFL learners, English as the lingua franca

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From cultural awareness to intercultural awareness: culture in ELT

Cited by 286 publications

References 1 publication

Metacognition in Language Learning and Teaching

Metacognition in Language Learning and Teaching

Leading Role of Educators in ELT for Young Learners

Facilitating Intercultural Study through Novel Reading —The Application of Reading Task Journals

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