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Advancing Intercultural Learning in World Language Education: Recent Developments in Pre-Service Teacher Education in the U.S.

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Bibliographic Details
Title: Advancing Intercultural Learning in World Language Education: Recent Developments in Pre-Service Teacher Education in the U.S.
Language: English
Authors: Paula Garrett-Rucks
Source: Intercultural Communication Education. 2018 1(3):110-122.
Availability: Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: 646-520-0676; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ice/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2018
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Second Language Learning, Second Language Instruction, Language Teachers, Teacher Education Programs, Intercultural Communication, Educational Policy, Metalinguistics, Teacher Certification, Teaching Methods, Learning Processes, Cultural Awareness, International Education, Communicative Competence (Languages), Preservice Teacher Education
ISSN: 2209-1041
Abstract: Intercultural understanding is increasingly prioritized in the teaching and learning of world languages. Empirical evidence reveals the ways in which an intercultural communicative approach to foreign language instruction can foster learners' intercultural competence (Garrett-Rucks, 2016). Yet, in the U.S., there remains a disconnect in the distribution of federal funds for internationalization efforts to foster learners' intercultural understanding and the support given for world languages study, in which enrollment continues to fall (MLA, 2018). This position paper is intended to raise awareness of the crucial role of foreign language (FL) learning in fostering learners' intercultural understanding in order to put into question the underestimated role of FL learning in U.S. educational policies and internationalization efforts. Despite the lack of financial, political and educational policy support, current World Language teacher certification practices in the U.S. require candidates to provide evidence of their intercultural approach to language instruction. This paper describes the emphasis on cultural reflection in current U.S. World Languages teacher certification practices and provides a review of meaningful culture learning projects to encourage all language instructors to take an intercultural communicative approach to their instruction.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1443603
Database: ERIC
Description
Abstract:Intercultural understanding is increasingly prioritized in the teaching and learning of world languages. Empirical evidence reveals the ways in which an intercultural communicative approach to foreign language instruction can foster learners' intercultural competence (Garrett-Rucks, 2016). Yet, in the U.S., there remains a disconnect in the distribution of federal funds for internationalization efforts to foster learners' intercultural understanding and the support given for world languages study, in which enrollment continues to fall (MLA, 2018). This position paper is intended to raise awareness of the crucial role of foreign language (FL) learning in fostering learners' intercultural understanding in order to put into question the underestimated role of FL learning in U.S. educational policies and internationalization efforts. Despite the lack of financial, political and educational policy support, current World Language teacher certification practices in the U.S. require candidates to provide evidence of their intercultural approach to language instruction. This paper describes the emphasis on cultural reflection in current U.S. World Languages teacher certification practices and provides a review of meaningful culture learning projects to encourage all language instructors to take an intercultural communicative approach to their instruction.
ISSN:2209-1041