Teaching Intercultural Communicative Competence: The Perspective of Foreign Language Graduate Student Instructors

Ghanem, Carla

doi:10.20429/ijsotl.2017.110209

Cited by 13 publications

(8 citation statements)

References 10 publications

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“…Axiom 11: Teachers challenges towards ICC. The concept of Intercultural Communication Competence (ICC) seems to be unclear to teachers (Ghanem, 2017). Francis & Jean-François (2010) reported that teachers do not fully comprehend the principles of ICC and do not know how to teach it.…”

Section: Axiomsmentioning

confidence: 99%

Interdependent Theory of Intercultural Communication Competence

Samifanni

Gumanit

2021

EJES

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Intercultural Communication Competence is essential in creating healthy relations and prevent conflict across numerous cultures. It also emphasizes the essence of accurate and proper information transmission among people. This study aimed to analyze existing literature and derive the perfect formula for learners to develop their Intercultural Communication Competence. A theory on Intercultural Communication Competence was generated using the deductive axiomatic approach. After the analysis and synthesis of related literature and studies, twelve axioms were formulated. From there, four propositions were identified: (1) Intercultural Communication Competence entails cultural actualization; (2) Intercultural Communication Competence calls for a comprehensive curriculum and assessment; (3) Digitalization boosts Intercultural Communication Competence; (4) Upskilled instructors are confident in refining learners’ Intercultural Communication Competence. With these propositions, the Interdependent Theory of Intercultural Communication Competence was generated. This theory highlights the importance of the interdependence among cultural actualization, comprehensive curriculum, digitalization, and upskilled instructors in realizing the full potential of Intercultural Communication Competence of learners. Article visualizations:<img src="/-counters-/edu_01/0897/a.php" alt="Hit counter" />

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Section: Axiomsmentioning

confidence: 99%

Interdependent Theory of Intercultural Communication Competence

Samifanni

Gumanit

2021

EJES

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“…Though there are many research studies available in the literature dealing with intercultural competence, intercultural communicative competence, and intercultural competence in learners, there are comparatively few research studies focusing on intercultural competence of teachers (Aguilar, 2007;Belz, 2002;Ghanem, 2017;Kohler, 2015;Liddicoat, 2002). Teachers have primary roles in intercultural education processes.…”

Section: -1617mentioning

confidence: 99%

Problems Experienced in Classrooms with Students from Different Cultures

Sarı

Yüce

2020

ERIES Journal

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This study aimed at revealing the problems experienced by primary school teachers in classroom contexts which involve different cultures (Turkish, Iranian, Afghan, and Syrian). Phenomenology design was adopted in the study. The study group was defined through criterion sampling approach. Teachers serving at classrooms involving different cultures and teachers having different professional seniority were included in the study. Nine primary school teachers in total were interviewed, and the data were collected through open ended semi-structured interview questions. The data were analyzed through content analysis. After analysis of the data, the problems experienced by primary school teachers were gathered under three categories as; 1) problems experienced by themselves as teachers, 2) problems experienced in terms of students, and 3) problems experienced in terms of parents.

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“…Equipping students with intercultural competence is a critical aim of foreign language classrooms nowadays because of developing technology, migration, and globalization in every field. In order to have interculturally competent language learners who are able to communicate effectively with individuals from other cultures in intercultural situations, it is essential that teachers are competent in their intercultural skills so that they can pass these on to their students (Catalano, 2014;Crozet & Liddicoat 1997;Deardorff, 2009;Demircioğlu & Çakır, 2015;Doğançay-Aktuna, 2005;Ghanem, 2017;Kaçar, 2019;Marczak, 2013;Sercu, 2006).…”

Section: Statement Of Purpose and The Research Questionsmentioning

confidence: 99%

Intercultural Competence in the Eyes of State School English Language Teachers in Turkey

Bal¹,

Savaş

2020

JLE

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Equipping students with intercultural competence (hereafter IC) is a critical aim of English foreign language classrooms nowadays, and EFL teachers have emerged as essential players for accomplishing this. These teachers should essentially be competent in their intercultural skills so that they can pass these on to their students in order to foster interculturally competent language learners. However, teachers' perceptions regarding IC remain uncertain, particularly in the Turkish context. Thus, before asking teachers to apply methods and strategies so that they can enhance students’ IC in the classroom, it is vital that we investigate what they understand about IC. Therefore, this qualitative study aimed to reveal middle and high school teachers’ understanding of the IC phenomenon and their description of the characteristics of an interculturally competent foreign language learner and teacher. In addition, teachers’ perceptions regarding their own and their learners’ IC were also explored in this study. The participants were 30 middle and high school English language teachers teaching at state schools in Turkey. Semi-structured interviews were conducted to collect the data. MAXQDA was exploited in order to analyse the data, primarily to code, categorize, and systematize the findings. The results indicated that the teachers considered IC to be the ability to communicate with people from various cultures effectively, having knowledge about one’s own, target, and other cultures, and developing positive attitudes toward other cultures and societies. They also emphasized the inseparability of language and culture and the importance of English as an international language. The teachers also indicated why they viewed themselves and their learners as interculturally competent or incompetent, which could provide insight into where to start intercultural learning and teaching in foreign language classrooms and how to train EFL teachers about different dimensions of IC.

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Teaching Intercultural Communicative Competence: The Perspective of Foreign Language Graduate Student Instructors

Cited by 13 publications

References 10 publications

Interdependent Theory of Intercultural Communication Competence

Interdependent Theory of Intercultural Communication Competence

Problems Experienced in Classrooms with Students from Different Cultures

Intercultural Competence in the Eyes of State School English Language Teachers in Turkey

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