Using English as an International Language toward Developing Intercultural Competencies: A Students as Partners Lens
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| Title: | Using English as an International Language toward Developing Intercultural Competencies: A Students as Partners Lens |
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| Language: | English |
| Authors: | Cheryl Seah, Ha Nguyen |
| Source: | English Australia Journal. 2025 41(1):47-67. |
| Availability: | English Australia Ltd. Level 3, 162 Goulburn Street, Surry Hills, NSW 2010, Australia. Tel: 61-2-9264-4700; e-mail: easec@englishaustralia.com.au; Web site: https://www.englishaustralia.com.au/professional-development/journal |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | English (Second Language), Second Language Learning, Second Language Instruction, Higher Education, Foreign Countries, Native Speakers, Intercultural Communication, Language Variation, Cultural Differences, Cultural Pluralism, Educational Practices, Academic Achievement, Equal Education, Cultural Awareness, College Students, College Faculty, Teacher Student Relationship, Transformative Learning, Language of Instruction, Curriculum Design, Metalinguistics, Teaching Methods, Scaffolding (Teaching Technique) |
| Geographic Terms: | Australia |
| ISSN: | 1444-4496 2202-6169 |
| Abstract: | English as an International Language (EIL) holds transformative potential for developing intercultural competencies in Australian higher education. Challenging the 'native-speaker' model, EIL offers students and institutions an opportunity for intercultural learning through engaging with linguistic and cultural difference. This paper reports on a Students as Partners (SaP) project that explored this opportunity. Our research team, composed of culturally diverse staff and students, reviewed and analysed 25 recent academic papers on EIL and intercultural competencies in three main categories: (1) EIL conceptions and understandings, (2) EIL practices or strategies, and (3) How EIL helps develop intercultural competencies. A SaP perspective aligns with our EIL focus because both paradigms advocate a relational approach to education, one that aspires to both academic achievement and equity. Our analysis reveals that adopting EIL can help diversify the cultural content of curricula, bring increased intercultural awareness to pedagogies, and create an inclusive learning environment. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474982 |
| Database: | ERIC |
| Abstract: | English as an International Language (EIL) holds transformative potential for developing intercultural competencies in Australian higher education. Challenging the 'native-speaker' model, EIL offers students and institutions an opportunity for intercultural learning through engaging with linguistic and cultural difference. This paper reports on a Students as Partners (SaP) project that explored this opportunity. Our research team, composed of culturally diverse staff and students, reviewed and analysed 25 recent academic papers on EIL and intercultural competencies in three main categories: (1) EIL conceptions and understandings, (2) EIL practices or strategies, and (3) How EIL helps develop intercultural competencies. A SaP perspective aligns with our EIL focus because both paradigms advocate a relational approach to education, one that aspires to both academic achievement and equity. Our analysis reveals that adopting EIL can help diversify the cultural content of curricula, bring increased intercultural awareness to pedagogies, and create an inclusive learning environment. |
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| ISSN: | 1444-4496 2202-6169 |
