Fostering Language Acquisition and Intercultural Competence Through Authentic Literary Texts

Cantizano, Blasina

doi:10.4018/978-1-7998-4670-3.ch002

Cited by 2 publications

(3 citation statements)

References 18 publications

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“…Through literature-based instruction, students are better able to assess their attitudes toward international communication, gain more experience learning languages and cultures through a variety of techniques, and increase their intercultural communication knowledge and skills. These results support Cantizano's (2020) research indicating that using genuine literature in EL classrooms has improved students' language acquisition and communication abilities. These results also provide credence to the idea advanced by (Steven, 2021s), according to which reading literary texts can help students develop their language skills and identify their own cultural values by exposing them to those of the target culture.…”

Section: The Cognitive Components Of the Students' Intercultural Comm...supporting

confidence: 86%

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Intercultural Communicative Competence Model Using English Literature: A Case Study at Some Islamic Universities in Indonesia

Juliastuti¹,

Thayyib²,

Haerazi³

2023

REGISTER J.

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The acquisition of intercultural competence is considered paramount in enabling learners to engage comfortably with individuals from diverse linguistic and cultural backgrounds. The ability to communicate and interact appropriately with individuals from diverse cultural and linguistic backgrounds is increasingly recognized as a fundamental component of the 21st century learning skillset. To investigate the attitudes, knowledge, and skills of students in relation to intercultural activities, this study employs a literature-based instructional approach. The implementation of the Intercultural communicative competence through English Literature (ICC-EL) paradigm among 92 students enrolled in the English Education Study Program at an Islamic higher education institution is the subject of this study. The research adopted a mixed-method approach to generate both quantitative and qualitative data. Specifically, a questionnaire was administered to students upon the completion of the course to elicit quantitative data, while qualitative data was obtained through observation of the students' performance by the course lecturer. The results demonstrate that the implementation of the ICC-EL model has proven to be successful in stimulating the students' intercultural communication skills. Furthermore, the study of literary materials in the form of English novels has encouraged students to administer their awareness of intercultural communication skills. The incorporation of a variety of techniques has provided students with greater exposure to diverse languages and cultures, thereby encouraging them to manage their intercultural communication skills. The assessment of intercultural communication competency employed in the ICC-EL model is deemed appropriate and adaptable for implementation in different language teaching and evaluation contexts.

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Section: The Cognitive Components Of the Students' Intercultural Comm...supporting

confidence: 86%

“…By providing an overview to contemporary short stories published in English from various parts of the world, Cantizano (2020) has investigated the advantages of using genuine literature in the EL classroom. It is shown that multicultural short stories can enhance communication and language learning.…”

Section: Introductionmentioning

confidence: 99%

Intercultural Communicative Competence Model Using English Literature: A Case Study at Some Islamic Universities in Indonesia

Juliastuti¹,

Thayyib²,

Haerazi³

2023

REGISTER J.

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“…In the context of the contemporary intercultural approach to teaching English as a foreign language, Kramsch (1993) points out that "literary prose or poetry appeals to the students' emotions, grabs their interest, remains in their memory and makes them partake in the memory of another speech community" (1993,131), allowing them to acquire not only cultural knowledge, but also develop critical thinking (Cantizano 2020). Andraka (2020) points out that the language of authentic literary texts is not modified for classroom use and prepares students for understanding of future, unknown, texts that students are going to get in contact with outside of the classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

Storytime in English Language Teaching – Teachers’ Practices, Attitudes, and Challenges

Cindrić,

Milković

2023

ELOPE

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The research paper explores how primary school English language teachers in Croatia (N=110) use authentic literature in teaching. The survey examined the teachers’ attitudes, the frequency of use, criteria for text selection, and teaching methods. Additionally, teachers assessed their competences and readiness for using authentic children’s literature. The study found that teachers predominantly choose texts available in coursebooks, on average once a month. They present stories by combining reading aloud and storytelling, with only a few engaging in storytelling alone. Stories are mainly used for teaching vocabulary, but teachers also use them for activities such as dramatizations or discussions. Generally, the teachers reported feeling competent in using stories for teaching English language skills. However, the research revealed some areas that require more attention and support, especially regarding story selection, techniques for implementing stories, and time management. Some aspects of using authentic stories in teaching could be improved by being addressed in pre- and inservice teacher training.

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Fostering Language Acquisition and Intercultural Competence Through Authentic Literary Texts

Cited by 2 publications

References 18 publications

Intercultural Communicative Competence Model Using English Literature: A Case Study at Some Islamic Universities in Indonesia

Intercultural Communicative Competence Model Using English Literature: A Case Study at Some Islamic Universities in Indonesia

Storytime in English Language Teaching – Teachers’ Practices, Attitudes, and Challenges

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