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Intercultural Communicative Competence: Exploring English Language Teachers' Beliefs and Practices

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Title: Intercultural Communicative Competence: Exploring English Language Teachers' Beliefs and Practices
Language: English
Authors: Young, Tony Johnstone, Sachdev, Itesh
Source: Language Awareness. 2011 20(2):81-98.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Physical Description: PDF
Page Count: 18
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Descriptors: Intercultural Communication, Textbooks, Applied Linguistics, Focus Groups, Diaries, Foreign Countries, Course Descriptions, Communicative Competence (Languages), Language Teachers, Second Language Learning, Second Language Instruction, English (Second Language), Teaching Methods, Teacher Attitudes, Guidelines, Questionnaires, Cultural Awareness
DOI: 10.1080/09658416.2010.540328
ISSN: 0965-8416
Abstract: This paper reports on an investigation into the beliefs and practices of experienced teachers in the USA, UK and France relating to the application of a model of intercultural communicative competence (ICC) to English language programmes. Broadly, "intercultural" approaches to language learning and teaching are strongly advocated in both the recent theoretical applied linguistics literature and in curricular guidance in frameworks such as the Council of Europe's "Common European framework of reference for languages". However, little prior empirical research has addressed the extent to which such approaches are actually operationalised. The investigation was multimethodological, combining diaries, focus groups, and questionnaires. Byram's language-pedagogical model of ICC was the specific focus. Findings indicated a general consensus across locations, with an apparent disparity between teachers' attitudes to and beliefs about ICC and their current classroom priorities. Most reported beliefs that supported the relevance of interculturality to their work and stressed that "good" learners and teachers tended to exhibit high intercultural competence. However, they also suggested that ICC was given relatively little emphasis in syllabi which were negotiated with learners. Participants also identified and discussed a lack of support, in testing, in textbooks, and in institutional syllabi, for effective and appropriate approaches to "culture learning" and interculturality. (Contains 2 tables.)
Abstractor: As Provided
Number of References: 64
Entry Date: 2011
Accession Number: EJ935324
Database: ERIC
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  Data: Intercultural Communicative Competence: Exploring English Language Teachers' Beliefs and Practices
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  Data: <searchLink fieldCode="AR" term="%22Young%2C+Tony+Johnstone%22">Young, Tony Johnstone</searchLink><br /><searchLink fieldCode="AR" term="%22Sachdev%2C+Itesh%22">Sachdev, Itesh</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Awareness%22"><i>Language Awareness</i></searchLink>. 2011 20(2):81-98.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Intercultural+Communication%22">Intercultural Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Applied+Linguistics%22">Applied Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+Groups%22">Focus Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Diaries%22">Diaries</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Communicative+Competence+%28Languages%29%22">Communicative Competence (Languages)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink>
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  Data: 10.1080/09658416.2010.540328
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  Data: This paper reports on an investigation into the beliefs and practices of experienced teachers in the USA, UK and France relating to the application of a model of intercultural communicative competence (ICC) to English language programmes. Broadly, "intercultural" approaches to language learning and teaching are strongly advocated in both the recent theoretical applied linguistics literature and in curricular guidance in frameworks such as the Council of Europe's "Common European framework of reference for languages". However, little prior empirical research has addressed the extent to which such approaches are actually operationalised. The investigation was multimethodological, combining diaries, focus groups, and questionnaires. Byram's language-pedagogical model of ICC was the specific focus. Findings indicated a general consensus across locations, with an apparent disparity between teachers' attitudes to and beliefs about ICC and their current classroom priorities. Most reported beliefs that supported the relevance of interculturality to their work and stressed that "good" learners and teachers tended to exhibit high intercultural competence. However, they also suggested that ICC was given relatively little emphasis in syllabi which were negotiated with learners. Participants also identified and discussed a lack of support, in testing, in textbooks, and in institutional syllabi, for effective and appropriate approaches to "culture learning" and interculturality. (Contains 2 tables.)
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