A dialogic approach to exploring culture in community‐based adult ESL classrooms

Abstract

Despite the robust literature about teaching intercultural competence, little has been written on exploring culture in community‐based English as a second language (ESL) settings, such as classes for adults with immigrant and refugee backgrounds. Educational materials about culture designed for these contexts tend to be prescriptive and essentializing, displaying rules and norms without inviting dialogue or accounting for variation. This article addresses this gap by dialogically exploring perceptions of adults in a community‐based ESL class toward cultural themes, with the goal of moving toward reflective pedagogy about culture in community‐based ESL contexts. Data, which were collected throughout a 14‐week course, include surveys about students’ perceived cultural knowledge, interest in learning about culture, and comfort interacting with Americans, as well as student‐produced texts and responses to texts exploring cultural themes. Students were eager to dialogue about culture, and they indicated increased cultural understanding and interest after the 14‐week course, as well as interest in forming more intercultural relationships. The article presents examples of student‐produced texts and invites instructors to consider how to reflectively choose materials, teach, and dialogue about culture in community‐based ESL classes.

Language and culture learning needs of adult refugees

“…Addressing the democracy and inclusion purpose of lifelong learning, instructors should frame cultural conversations regarding legal issues and social norms as well as the learners' rights to safety, freedom of expression, gender equality, and respect, rather than imposing the culture of the host country dominantly (Shufflebarger Snell, 2020). To minimize the problems of access and increase participation, instructional communication technologies should be tailored towards adult refugee language and culture learning needs, used as supplementary resources, or the primary source of instruction when necessary.…”

Intercultural teaching practices in the EFL classroom: The case of non‐elite communities

“…Extensive research has reported students' and teachers' development of interculturality through telecollaboration projects and experiences abroad (Dressler & Tweedie, 2016; Medina‐López‐Portillo, 2013; Olaya & Gómez, 2013). Another research line has explored the methodologies and, more recently, the practices teachers use to foster interculturality in the high school and college language curriculum (Byram & Kramsch, 2008; Crozet & Díaz, 2020; Díaz, 2013; Kearney, 2021; Kohler, 2020; Kramsch, 2011; Menard‐Warwick, 2009; Wagner et al., 2018) as well as community‐based refugee communities (Shufflebarger Snell, 2019).…”

“…. Another research line has explored the methodologies and, more recently, the practices teachers use to foster interculturality in the high school and college language curriculum (Byram & Kramsch, 2008;Crozet & Díaz, 2020;Díaz, 2013;Kearney, 2021;Kohler, 2020;Kramsch, 2011;Menard-Warwick, 2009;Wagner et al, 2018) as well as community-based refugee communities (Shufflebarger Snell, 2019).…”