Intercultural communication in English language teacher education

Doğançay‐Aktuna, Seran

doi:10.1093/eltj/cci023

Cited by 50 publications

(23 citation statements)

References 8 publications

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“…Several authors (Fageeh, 2011;Dogancay-Aktuna, 2005;Skopinskaja, 2003;Gray, 2000) agree that, in general terms, encouraging students to adopt a comparative perspective might be an effective way of attaining a two-fold objective. On the one hand, it could be a motivating technique for students to upgrade their knowledge from their own culture.…”

Section: How To Teach: Methodologymentioning

confidence: 99%

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varis¹

2015

ForumRecerca

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Section: How To Teach: Methodologymentioning

confidence: 99%

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varis¹

2015

ForumRecerca

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“…TESOL teacher intercultural identity is characterized by the intercultural verbal communication competence that develops in the process of pursuing and delivering second or foreign language education. Dogancay‐Aktuna () highlights the significant role of intercultural communication in English language teacher education by looking at the potential gaps between the teachers’ prior linguistic, cultural, and education backgrounds and current classroom expectations and environments, and how these gaps can be narrowed to benefit student learning. Teachers’ knowledge about their students’ home languages and cultural norms forms part of their intercultural identity, helping them communicate effectively and build solidarity and rapport with the cultural others.…”

Section: Tesol Teacher Intercultural Identity Development: a Dynamic mentioning

confidence: 99%

Developing TESOL teacher intercultural identity: An intercultural communication competence approach

Ping

2017

TESOL Journal

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This article conceptually examines TESOL teacher intercultural identity development in the Australian multicultural context. Using intercultural communication competence theory, the author discusses how TESOL teacher intercultural identity is developed and transformed in action and across languages and cultures. The in-progress formation of TESOL teacher intercultural identity is discussed from three perspectives. First, TESOL teachers must have second language knowledge and demonstrate ability to manage intercultural verbal communicative skills and styles. Second, they need to have more than one set of body languages and demonstrate ability to manage intercultural nonverbal communicative style and sensitivity. Third, they are engaged in social co-construction of intercultural identity through teacher-stakeholder interaction, having positive impact on themselves and on their students, particularly those with a refugee background. The author also proposes three strategies for TESOL teacher intercultural identity development and points out the future research on its potential contributing and/or interfering factors.

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“…Abrams, 2002;Belz, 2002Belz, , 2005Ware, 2005), research on teachers and their teaching of IC has been rather scarce (Doğançay-Aktuna, 2005;Byram & Kramsch, 2008;Kohler, 2015;Sercu, 2006;Sercu et al, 2005). Of this research, only few studies have been conducted on FL teachers other than English (FLOTE).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Of this research, only few studies have been conducted on FL teachers other than English (FLOTE). In preparing teachers of Teaching English as a Second Language (TESOL) to be aware of students' sociocultural backgrounds to make more informed decisions, Doğançay-Aktuna (2005) illustrates how the field of IC can aid these instructors. This study employs IC in the training of future TESOL teachers; however, it does not specifically investigate the actual teaching of IC.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Considering teachers in general, Cushner and Mahon (2009) also discuss IC in teacher education. Their main concern lies on the teachers' own IC and just as Doğançay-Aktuna (2005), on how teachers manage classrooms with students from different cultural backgrounds. To include IC in FL classrooms, we need to look at whether or not our FL teachers are interculturally competent.…”

Section: Literature Reviewmentioning

confidence: 99%

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Teaching Intercultural Communicative Competence: The Perspective of Foreign Language Graduate Student Instructors

Ghanem¹

2017

ij-sotl

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Cultural awareness and intercultural competence (IC) of students in foreign language (FL) instruction have been widely examined (e.g. Byram, 1997;Belz, 2002). The importance of the FL teacher in aiding students' IC development is less extensively researched, however. Author (2014), Kohler (2015), Sercu et al. (2005) and Sercu (2006) are a few exceptions. The purpose of this study is to shed light on graduate student instructors' (GSIs) perspective of understanding IC and its incorporation into FL courses. Eight GSIs of German at a large US university participated in this qualitative study, which addresses the struggles that these instructors encounter when attempting to understand and teach IC. Findings show that the GSIs do not fully comprehend the term of IC and hence have difficulty including IC in the classroom. This has implications for teacher training and professional development.

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Intercultural communication in English language teacher education

Cited by 50 publications

References 8 publications

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Developing TESOL teacher intercultural identity: An intercultural communication competence approach

Teaching Intercultural Communicative Competence: The Perspective of Foreign Language Graduate Student Instructors

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