Pedagogical Practice for Integrating the Intercultural in Language Teaching and Learning

Liddicoat, Anthony J.

doi:10.1080/10371390802446844

Cited by 55 publications

(36 citation statements)

References 7 publications

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“…It posits a paradigm change in the conception of the teacher as technical toward conceiving him as a reexive teacher. On the other hand, teacher education from an intercultural perspective has been the topic of study of researchers like Byram and Morgan (1991) Kramsch (1997), Liddicoat (2008), Sercu (2002), among others, who assert that teaching a language should not be disconnected from intercultural education. Liddicoat (2008) states that for the development of an intercultural pedagogy, it is necessary to recognize that the classroom is a cultural context by excellence where students' and teachers' experiences and expectations are delimited by the linguistic and cultural background that each one possesses.…”

Section: Findings Document Analysismentioning

confidence: 99%

La interculturalidad y la enseñanza de lenguas en Colombia: Caso de tres programas de formación docente

Chaves

García

Camacho

2019

SyP

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Research on interculturality and initial foreign language (FL) teacher education has focused mainly on the development of intercultural communicative competence (ICC) and few studies address said topic from a critical standpoint that might allow us to think about other ways of teaching and learning (T&L) a language. This article describes a research that sought to understand what intercultural perspective is included in three initial FL teacher education programs in the city of Bogotá, Colombia. The study is framed within a qualitative research logic, with a mixed focus and a multilevel concurrent nested design, which is characterized by the simultaneous gathering and analysis of qualitative and quantitative information. From the study, it is evident that the three undergraduate programs promote a reflexive and functional model, which establishes teacher education objectives, knowledge, and specific strategies, but also challenges to be undertaken.

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Section: Findings Document Analysismentioning

confidence: 99%

La interculturalidad y la enseñanza de lenguas en Colombia: Caso de tres programas de formación docente

Chaves

García

Camacho

2019

SyP

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“…Nor is the connection between intercultural interaction competence and target language acquisition revelatory (Byram, 1997(Byram, , 2009Byram & Zarate, 1996;East, 2012;Liddicoat, 2008;Liddicoat & Scarino, 2013), nor indeed between TBLT specifically and ICC (East, 2012;Liddicoat & Scarino, 2013). However, situating TBLT pedagogy within Expansive Learning Theory would appear to be arguably sound.…”

Section: -44)mentioning

confidence: 99%

“…The connections between TBLT and sociocultural theories of learning are not new (Adjei-Barrett, 2013;East, 2012;Ellis, 2003Ellis, , 2009Liddicoat, 2008;Liddicoat & Scarino, 2013). Nor is the connection between intercultural interaction competence and target language acquisition revelatory (Byram, 1997(Byram, , 2009Byram & Zarate, 1996;East, 2012;Liddicoat, 2008;Liddicoat & Scarino, 2013), nor indeed between TBLT specifically and ICC (East, 2012;Liddicoat & Scarino, 2013).…”

Section: -44)mentioning

confidence: 99%

“…By placing TBLT within Expansive Learning Theory, ICC becomes explicitly a core element as students attempt to make meaning of a new language with a new cultural context. As Liddicoat (2008) points out, "Every message a human being communicates through language is communicated in a cultural context. Cultures shape the ways language is structured and the ways in which language is used" (p. 278).…”

Section: Intercultural Communication Competencementioning

confidence: 99%

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Task-Based Language Teaching and Expansive Learning Theory

Robertson¹

2015

TESL

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“…The common ground has been found between the two notions, which denotes that language learning is involved in "the creation of conditions in which learners engage in an effort to cope with communication" (Prabhu, 1987, p.1). The connection between the two language teaching concepts later has been further confirmed in studies by researchers as Adjei-Barrett (2013), East (2012), Ellis ( , 2009, Liddicoat (2008), and Liddicoat & Scarino (2013). Obviously, the key element emphasized by both SCT and TBLT is the magnitude of social interactions created in the classroom in promoting learners' language acquisition and development.…”

Section: Sociocultural Theorymentioning

confidence: 81%

Vietnamese Teachers’ Perspectives Regarding Task-based Approach to Vocabulary Instruction in Secondary School English as a Foreign Language Classrooms

Nguyen¹

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We all can walk on our own through life's ups and downs; however, with love and support from those around us, the journey will be less likely to be tough than ever. This completely holds true to me. My academic journey so far is a story of being loved, supported, kindled, and encouraged. I sincerely dedicate this paper, the fruit of my MA journey, to all those who have unconditionally stayed by my side, pushing me forward whenever I lagged behind and was clouded with lethargy. First and foremost, I would like to dedicate this work to my Mom and Dad, who always love and support me with all their hearts. It is my Dad who kindled my first love for the English language and triggered my interest in teaching as a way of sharing love and knowledge. I could not become who I am today with more maturity, both in personal and academic life, without the tremendous sacrifice of my Mom. My deepest and sincerest thanks goes to Dr. Eric Dwyer for his unflagging support, from the time I started my academic pursuit at FIU, to the very last moment of my journey. Deep down, I am greatly thankful to him for constantly encouraging me to take on this project. The belief, confidence, and high spirit he instilled in me have inspired me on my academic path. Words fail to express my appreciation and gratitude for his willingness to take his precious time to pore over every single page of my paper, to flesh out original ideas, and to go over my structure and word use to make the thesis a better work than it would have been. His expertise and omniscience in the field have been a significant source of consultancy during my course of research implementation. I also owe my gratitude to Dr. Teresa Lucas and Dr. Marisa Filgueras-Gomez for their v willingness to review every page of my work with critical acumen since I embarked on the thesis journey. I would like to send my special thanks to the Fulbright scholarship program for offering me the honorary and precious opportunity to pursue my Master's program in the States. Particularly, my heartfelt thanks goes to Chị Nga, Chị Hạnh, Chị Hà, Chị Dịu for your constant guidance and support right from the beginning to the end of the grant. My research paper could not reach the completion without the willingness of participation from the Vietnamese teachers of English. Their gracious engagement in the project must be of great importance for my data collection venture. I am sincerely thankful to the Ministry of Education and Training, and Ha Tinh Department of Education and Training, especially the Head of the school where I have been working, and all of my colleagues back in Vietnam for having supportively given a sabbatical leave and assisting me all the time. It is my great luck and honor to be part of Florida International University's big family where I have been kindly supported, nurtured, and promoted to be more academically mature. Besides, the diversity of the university has been fertile ground for me to trigger my inquiry about the cultural and social knowledge. I highly appreciate the friendli...

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Pedagogical Practice for Integrating the Intercultural in Language Teaching and Learning

Cited by 55 publications

References 7 publications

La interculturalidad y la enseñanza de lenguas en Colombia: Caso de tres programas de formación docente

La interculturalidad y la enseñanza de lenguas en Colombia: Caso de tres programas de formación docente

Task-Based Language Teaching and Expansive Learning Theory

Vietnamese Teachers’ Perspectives Regarding Task-based Approach to Vocabulary Instruction in Secondary School English as a Foreign Language Classrooms

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