Ideology, Agency, and Intercultural Communicative Competence

Bouchard, Jérémie

doi:10.1007/978-981-10-3926-3

Cited by 31 publications

(27 citation statements)

References 39 publications

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“…That is, they need to be able to interpret an occurrence or document from another culture, to explain it, and to relate it to another occurrence or document from their own culture (Bouchard, 2017). L2 educators also need to have the skill of interacting.…”

Section: How Do Educators Develop Intercultural Competence?mentioning

confidence: 99%

Maltese as a Foreign Language Educator’s Acquisition of Intercultural Capabilities

Żammit¹

2021

Preprint

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This study sought to understand how teachers of Maltese as a foreign language (MFL) develop intercultural capabilities by exploring the importance of intercultural competence to MFL teachers, the characteristics of interculturally competent MFL educators, and how educators develop intercultural competence. The study adopted the interpretivist paradigm and a case study research design to collect qualitative data. Seventeen MFL teachers of adult learners were purposefully selected and interviewed. Findings regarding the perceptions of the teachers who were interviewed are as follows. Firstly, the participants stated that intercultural competence is important for MFL teachers because it helps them to embrace diversity, to help adult learners to learn the target language (i.e. Maltese) better, and to be sensitive and accommodative to learners from different backgrounds. Secondly, according to the participants, an interculturally capable person is one who knows their own culture and others’ cultural aspects, respects and accepts other cultures. It was also found that teachers develop intercultural capabilities through learning at a school and by visiting other countries and being immersed in the cultures of those countries. The implications of the findings as supported by existing literature, are that intercultural competence is important for foreign language teachers and as a result, intercultural training, learning through interactions with others and visits to other countries are necessary to develop intercultural capabilities.

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Section: How Do Educators Develop Intercultural Competence?mentioning

confidence: 99%

Maltese as a Foreign Language Educator’s Acquisition of Intercultural Capabilities

Żammit¹

2021

Preprint

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“…Critical conceptions hold that ideology is omnipresent, but is hidden in the margins of social life. As Bouchard (2017) notes, ideologies can be dangerous precisely because they inhabit worldviews in which they ‘have become naturalized and relatively invisible’ (p. 72). This can make the recognition and study of ideology challenging for researchers, and thus it is necessary to produce tools for doing so.…”

Section: Critical Conceptions Of Ideologymentioning

confidence: 99%

Selected poster presentations from the British Association of Applied Linguistics conference, Manchester Metropolitan University, UK, August 2019

Lowe

2020

Lang. Teach.

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“…In such scholarship, ELT is conceptualized as shaping and shaped by globalized and localized discourses regarding who people "are" and "can" and/or "should" be and become as English learners, users and instructors, and as members of Japanese society. Such work posits that ELT serves to perpetuate idealized and essentialized Japaneseness and the notion of a "homogenous" Japan, contrasted against an idealized Otherness/nativeness in English (e.g., Bouchard, 2017;Heinrich, 2012;Houghton & Rivers, 2013;Houghton, Rivers & Hashimoto, 2018;Kubota, 2002Kubota, , 2017Liddicoat, 2007;Rudolph, 2016;Toh, 2015Toh, , 2016Toh, , 2019. The findings from such scholarship include: *Privilege and marginalization manifest fluidly, and in diverse ways, in and across contexts and professional positions in "Japan," in the lives of teachers.…”

Section: Connecting With and Interpreting "History" (?)mentioning

confidence: 99%

Native speakerism (?!): (Re)Considering critical lenses and corresponding implications in the field of English Language Teaching

Rudolph¹

2019

Indonesian JELT

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Within English language teaching (ELT), critical scholarship has paid ever-increasing attention to identity, experience and (in)equity, and thus to privilege-marginalization: where it comes from, how and why it manifests, who (potentially) experiences it, and what might be done to address inequity in (and potentially beyond) the profession. This dialogue is intertwined with broader attempts in the field to account for the complexity of identity and interaction in settings around the globe. In this article, I discuss how categorical apprehensions of identity, experience and privilege-marginalization, and approaches to (in)equity, have framed discourse within critical scholarship. I then survey how more recent work has called into question many of the critical “assumptions” (Pennycook, 2001) both shaping and shaped by such theory and inquiry. This scholarship contends that critical lenses predicated upon categories of being, while calling attention to idealized nativeness embedded in ELT, fail to account for the contextualized, sociohistorical negotiation of privilege-marginalization within and transcending communities around the globe. Next, in order to contextualize and unpack these divergent lenses, I provide a review of critical dialogue attending to Japan, both in and beyond ELT, noting in conclusion how privilege-marginalization within ELT is intertwined with the sociohistorical negotiation of “selfhood” and “otherness” pertaining both to Japanese society and Japan and “the world beyond.” I close by briefly commenting on future directions for critical scholarship in ELT, and the challenges facing, and yet to be faced by, its stakeholders.

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Ideology, Agency, and Intercultural Communicative Competence

Cited by 31 publications

References 39 publications

Maltese as a Foreign Language Educator’s Acquisition of Intercultural Capabilities

Maltese as a Foreign Language Educator’s Acquisition of Intercultural Capabilities

Selected poster presentations from the British Association of Applied Linguistics conference, Manchester Metropolitan University, UK, August 2019

Native speakerism (?!): (Re)Considering critical lenses and corresponding implications in the field of English Language Teaching

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