"Excuse my Misunderstanding": Using Intercultural Approach to teach English as a Foreign Language in France

Achieng, Stella

doi:10.46328/ijonses.230

Cited by 3 publications

(4 citation statements)

References 8 publications

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“…),Hanao et al (2019), and Putra et al (2020) stated that to make students understand the point of target cultures, teachers need to provide their own values, customs, and cultures then relates them to the target and world's culture. In line with that, Natalie et al (2021),Permatasari et al (2018),Lee (2018),Achieng (2021), Solikhah (2019),Kartikasari et al (2019), Gozpinar (2014),Chaouche (2016),Ilyas (2017),Chen and Yhang (2014),Barrios (2012), Qin (2014), andSuranto et al (…”

supporting

confidence: 57%

“…Meanwhile, from student's point of view, it was easier for them to gain experience, views, and description of the language and culture being learned. It is also stated by Natalie et al (2021), Permatasari et al (2018, Lee (2018), andAchieng (2021) in their studies. They stated that the concept of using intercultural approach needed to be supported by adequate facilities.…”

Section: Nomentioning

confidence: 53%

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The Use of Intercultural Approach in SLA to Improve Student’s Communicative Competence in 8th Grade

Kulsum,

Hartono

2023

EEJ

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Intercultural understanding plays a vital role in language education. Having a good cultural or intercultural awareness can help students create good relationships and successful communication. This study aimed at explaining the use of the intercultural approach in second language acquisition to improve the students’ communicative competence in eighth grade. This study used the qualitative approach with narrative study. The data were taken from classroom observation, teacher and students interviews, and document analysis. Data were analyzed using five steps according to Miles and Huberman (1992) and Merriam (1992), namely transcribing the data, coding the data, reducing the data, displaying the data, and drawing a conclusion. This study found that the use of an intercultural approach concerned on its three components, such as knowledge, attitude, and behavior. Those components are provided to the students in the special meeting, but they could also be included in the materials listed in the syllabus. There were four stages of intercultural approach, namely warm-up, communicative activities, product, and discussion. Classroom activities in using intercultural approach were brainstorming, pair or work group, presentation, discussion, and reflection. In addition, the procedures of intercultural approach were exploring local culture, exploring language learning materials, exploring the traditional media and arts through English, exploring IT through English, cultural informants, and face-to-face intercultural communication. The findings of this study are expected to provide additional information regarding the proper use of intercultural approach in second language acquisition to improve the students’ communicative competence in eighth grade.

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supporting

confidence: 57%

Section: Nomentioning

confidence: 53%

The Use of Intercultural Approach in SLA to Improve Student’s Communicative Competence in 8th Grade

Kulsum,

Hartono

2023

EEJ

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“…In order to foster this particular skill, it is imperative that teachers have the ability to create an inclusive classroom environment that recognises and values the linguistic and cultural differences among their students. In addition, they should use teaching methods that take into account the wide range of diversity within groups of students they teach, incorporating an intercultural approach to enhance language learning and communication (Achieng, 2021).…”

Section: Importance Of Intercultural Competence In Foreign Language T...mentioning

confidence: 99%

Intercultural Competence in Foreign Language Teaching and Learning: Strategies and Challenges

Achieng

2023

Language, Individual & Society

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In the field of foreign language teaching in higher education, the scope goes beyond mere language acquisition to include the cultivation of intercultural competence in both teachers and learners. The importance of intercultural competence in foreign language teaching lies in its ability to equip learners with the necessary skills to navigate successfully in diverse cultural environments, especially for students who intend to study abroad or in a multicultural context. The development of such a competence therefore enables them not only to interact effectively with people from different cultural backgrounds, but also to gain a deeper understanding of their own culture and of the cultural nuances embedded in the target language. However, developing this competence is by no means a simple matter; it requires specialised training and continuous professional development for teachers. Teachers are expected to have extensive experience, sensitivity and some knowledge of the cultural implications associated with the language being taught, which presents its own set of challenges. It is therefore essential to provide teachers with ample opportunities to interact with different cultures, to encourage them to reflect on their experiences and to critically analyse their preconceptions and assumptions about other cultures. Drawing on current research, this paper briefly outlines the theoretical underpinnings of intercultural competence in language learning and emphasises the importance of developing awareness and sensitivity for effective classroom interactions. It also discusses strategies used to promote intercultural competence in the foreign language classroom and examines the obstacles teachers face in this endeavour. In addition, the paper examines how teachers can integrate intercultural competence into their curriculum and possible methods for assessing intercultural competence. Finally, the paper emphasises the need to integrate intercultural competence into teacher education programmes from the outset and into ongoing professional development.

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“…Using the intercultural approach for EFL instruction was examined in different studies for better communicative skills development (see Auger, 2004;Dervin, 2009;Achieng, 2021). For instance, Achieng (2021) utilized the intercultural approach in teaching English as a foreign language (EFL) to French learners (middle school /university students) with the consideration of social representations (stereotypes) as a strategy to develop classroom participation in verbal communication. The study discussed how the approach can be used in practice by drawing examples from the teacher and the learners' experiences.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

An Intercultural Approach-Based Program for Developing Al-Alsun Sophomores' Informative Speaking Skills and Their Awareness of English as a Language of Diplomacy

Mohamed Haggag

2023

مجلة کلية التربية. بنها

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The study aimed at developing Al-Alsun Sophomores' informative speaking skills as well as their awareness of English as a Language of diplomacy by using an intercultural-based program which was conducted over forty second level students who were randomly selected from Hurghada Faculty of Al-Alsun (Languages). The study followed the one-group quasi-experimental design with its pre and post-testing procedure. It utilized these instruments and materials: an informative speaking skills questionnaire, an informative speaking test, an informative speaking rubric, English for Diplomacy Purposes awareness scale, and a program based on the intercultural approach. The instruments and materials of the study were validated in terms of content validity and the reliability. The informative speaking skills included: demonstration, definition, description, and explanation. English as a language for diplomacy purposes awareness scale included different items that aim to identify participants' awareness of these items using the Likert scale. Results of the test and the scale showed significant mean differences between the participants in the pre and post-testing procedures favoring the post-testing. They also confirmed that there were significant mean differences between the participants in both their informative speaking skills and their awareness of English as a language of diplomacy due to the program of the study favoring the post-testing. Recommendations of the study included using the intercultural approach for developing students' speaking and compiling ESP courses for developing diplomacy-oriented language skills; running further research on using the intercultural approach over different types of participants.

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"Excuse my Misunderstanding": Using Intercultural Approach to teach English as a Foreign Language in France

Cited by 3 publications

References 8 publications

The Use of Intercultural Approach in SLA to Improve Student’s Communicative Competence in 8th Grade

The Use of Intercultural Approach in SLA to Improve Student’s Communicative Competence in 8th Grade

Intercultural Competence in Foreign Language Teaching and Learning: Strategies and Challenges

An Intercultural Approach-Based Program for Developing Al-Alsun Sophomores' Informative Speaking Skills and Their Awareness of English as a Language of Diplomacy

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