Intercultural communicative competence: A vital skill in the context of ASEAN economic community

Tran, Thao Quoc; Duong, Tham My

doi:10.18844/gjflt.v5i0.37

Cited by 5 publications

(4 citation statements)

References 5 publications

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“…Intercultural competence (IC) is essential for global citizens in the 21st century, the era of integration (Stiftung & Cariplo, 2008). The roles of culture teaching and intercultural education in contemporary time are confirmed and emphasized (Arslangilay, 2018;Byram & Kramsch, 2008;Hofstede, 1991;Tran & Dang, 2014;Tran & Duong, 2015). In the same line, Vietnamese language-in-education policy has shown an increasing interest in developing IC for learners, which was considered as an integral part of the educational reform in foreign language teaching (Hoang, 2016;Le, 2004;Nunan, 2004).…”

Section: Introductionmentioning

confidence: 99%

The Integration of Intercultural Education into Teaching English: What Vietnamese Teachers Do and Say

Hoa¹,

Viên²

2019

INT J INSTRUCTION

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To enable the Vietnamese youth to join the international workforce during ASEAN integration, teaching English in general education has undertaken a reform with the aim of intercultural communicative competence instead of communicative competence. Since building learners' intercultural communicative competence requires their personal engagement in social interaction, teachers should follow a proper approach to activate students' participation in intercultural communication. This research studied to what extent upper secondary school teachers perceived and practiced intercultural integration prior the educational reform. Data collected from 101 participating teachers through questionnaires and open-ended questions proved that (1) teachers had good understanding of intercultural integration, but (2) they rarely conducted intercultural activities in practices, and (3) teachers' graduate education, not international experience or coursebook teaching, had a positive impact on their intercultural teaching practices. The findings suggested that educational management should be consistent with the progressive reform through the synchronization of all curricular factors towards intercultural education, and teachers should be oriented with intercultural teaching pedagogy to conduct suitable activities to develop students' intercultural communicative competence.

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Section: Introductionmentioning

confidence: 99%

The Integration of Intercultural Education into Teaching English: What Vietnamese Teachers Do and Say

Hoa¹,

Viên²

2019

INT J INSTRUCTION

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“…There are many research discussing on the teacher competence (Vesanavibool, et al, 2015;Tran & Duong, 2015) as a key of education quality. Teacher is a professional educator whose main duties to educate, to teach, to guide, to direct, to train, to assess, and to evaluate students in early education though the level of formal education, basic education, and high education (Article 1 Verse 1 PP RI No.…”

Section: Teacher Qualitymentioning

confidence: 99%

Identification of teachers’ problems in Indonesia on facing global community

Sulisworo¹,

Nasir²,

Maryani³

2016

IJRSE

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A quality teacher is one who has a positive effect on student learning and development through a combination of content mastery, command of a broad set of pedagogic skills, and communications/ interpersonal skills. The perception toward the teacher's vital role in the success of learning is reasonable as, in case there is an insufficient learning facility, we do still have a hope if the teacher has standard competence to do so. At least three problems of teachers faced by Indonesia, i.e. teacher quality, teacher welfare, and teacher politicization This paper is a deductive and inductive descriptive analysis writing using secondary data from literature. A number of facts related to teachers are then analyzed qualitatively to gain comprehensive descriptive of teachers' condition in Indonesia. The teachers' quality as one of education problems is influenced by many factors. To deal with this, the authority needs to keep socializing all standards of regulations out teacher's qualification and competence, to build teachers' self-awareness to always develop their ability and skills through workshops, education qualification upgrade, and independent learning to enhance their quality of teaching. Teacher's welfare is one of motivation to boost teachers' quality and performance to improve and to better the quality of education development in Indonesia. To overcome this problem, the government should attempt to eliminate problems of big wealthy gap and injustice rights among the teachers with different wages, to increase stipend for honorary teachers who's under minimum regional payment, and to realize other teacher's allowances on time. Teacher politicization problem is unavoidable since it is realistic effect of regional autonomy practice and education decentralization policy. The teachers are used by the local ruler for their political interest. Or reversely the teachers take advantages of the political situation to get compensation or certain political benefits.

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“…Therefore, ICC's development (English language competence & IC) for English language users in the ASEAN region is an essential responsibility for English language education. However, Tran and Duong (2015) explain that "preparing human resources with appropriate skills is very important for every country in the ASEAN Economic Community (AEC) by carrying out cooperation between English language education and social organizations, in order to survive in a competitive and dynamic community" (p. 21). Of course, this brings a big problem for Indonesians who are also involved in AEC.…”

Section: Introductionmentioning

confidence: 99%

Analysis of vocational education curriculum in ASEAN Economic Community: a literature review

Zulaikha¹,

Hariri

Rini

et al. 2021

jshe

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Purpose: In 2015, ASEAN economic community was formed to turn the area into a single market and a competitive superior production base to make the region prosperous and stable. The how to do that is through education and applying the appropriate curriculum for industry's needs. This study analyzed and elaborated the curriculum used in vocational schools, especially in countries around ASEAN Economic Community or AEC. Research methodology: This descriptive content analysis study method was done by implementing a literature review. This literature review was to review and analyze the curriculum used in vocational education around AEC in order to fulfill the standards of AEC industry's needs. Results: This study finds that curriculum for vocational schools around ASEAN Economic Community set priority in standard skills and soft skills. Limitations: This study is limited to vocational schools, especially around ASEAN Economic Community. Contribution: This study could be useful for vocational schools around South East Asia and researchers researching curriculum, especially in Asia. Keywords: AEC, Curriculum, Vocational education

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Intercultural communicative competence: A vital skill in the context of ASEAN economic community

Cited by 5 publications

References 5 publications

The Integration of Intercultural Education into Teaching English: What Vietnamese Teachers Do and Say

The Integration of Intercultural Education into Teaching English: What Vietnamese Teachers Do and Say

Identification of teachers’ problems in Indonesia on facing global community

Analysis of vocational education curriculum in ASEAN Economic Community: a literature review

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