Relational teaching: A way to foster EFL learners’ intercultural communicative competence through literary short stories

Rodríguez, Luis Fernando Gómez

doi:10.14483/udistrital.jour.calj.2014.2.a01

Cited by 11 publications

(4 citation statements)

References 5 publications

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“…En cuanto a lo pedagógico, la literatura considerada multicultural y social amplía el conocimiento del mundo del estudiantado y fomenta la comunicación con todo tipo de comunidades. Además, ayuda a reducir la proliferación de prejuicios y estereotipos, y a apreciar las manifestaciones artísticas que describen diferentes contextos sociales (Gómez Rodríguez, 2012). No obstante, los textos deben estudiarse mediante enfoques pedagógicos adecuados que promuevan la negociación de significación, la construcción de conocimiento y el pensamiento crítico (Gómez Rodríguez, 2012).…”

Section: Procedimientounclassified

La literatura como instrumento de aprendizaje del inglés como lengua extranjera

Chaves-Yuste

2023

Enunciación

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En el proceso de la enseñanza del inglés como lengua extranjera (ILE), debe exponerse al alumnado a un uso real del idioma. Para ello, los materiales auténticos, como novelas no abreviadas ni niveladas y el modelo de aprendizaje cooperativo (cooperative integrated reading and composition [CIRC]), ofrecen una oportunidad única para aprender el idioma de una forma contextualizada, al tiempo que mejora en el alumnado su competencia cultural. Para mostrar cómo la obra literaria puede utilizarse de forma eficiente en la clase de ILE, se lleva a cabo una intervención empírica exploratoria en la que se analizan datos cuantitativos. Se aporta un estudio estadístico con datos objetivos sobre la idoneidad de la propuesta metodológica sobre la que versa este estudio.

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Section: Procedimientounclassified

La literatura como instrumento de aprendizaje del inglés como lengua extranjera

Chaves-Yuste

2023

Enunciación

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“…First, the large majority of the studies describe either a single teaching approach, or approaches developed by a single instructor or institution, and most of them were conducted in a western context. Teaching approaches and classroom activities that have been suggested by these studies included peer feedback, spoken or written narratives, learner portfolios and role play (Gómez Rodríguez, 2014; Hidalgo Downing, 2012; Kramsch & Zhu, 2016; Lee, 2017); and a number of computer-mediated teaching approaches were also introduced, such as blogs, simultaneous on-line class and on-line forums (Meinecke, Smith, & Lehmann-Willenbrock, 2013; Yang, 2015; YoonHee, 2011). Second, there are also a small proportion of evaluative studies that assessed the effectiveness of intercultural teaching approaches, and both quantitative and qualitative enquiries can be found (Chao, 2013; Eliyahu-Levi & Ganz-Meishar, 2020; Grimminger-Seidensticker & Möhwald, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Intercultural teaching approaches and practices of Chinese teachers in English education: An exploratory mixed methods study

Liao

Li²

2020

Language Teaching Research

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Integrating intercultural competence in foreign language classrooms has been emphasized in China, yet scant explicit guidance currently exists on how to teach intercultural competence in college English courses. This study aimed at comparing and contrasting intercultural pedagogical approaches used by instructors in English courses for non-English majors, as well as teaching feedback provided by students enrolled in such courses. This study applied a sequential exploratory mixed research design. Methods such as face-to-face interviews and teaching and learning related document analyses were utilized to collect data, and generated qualitative and quantitative data. Three-dimensional meta themes emerged in mixed analysis, categorizing pedagogical approaches and teaching styles of individual instructors. Student feedback revealed learning experiences and difficulties of the teaching approaches.

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“…Rezaei and Naghibian (2018) reported that an intercultural syllabus with SSs led Iranian EFL college students to demonstrate critical awareness of Western and Iranian values. Similarly, Gómez Rodríguez (2014) found that using multicultural SSs in an English teacher preparation program (TPP) in Colombia helped preservice teachers (PSTs) develop critical ICC by examining the historical and cultural context of the stories and relating them to their own cultural background and experiences.…”

Section: Introductionmentioning

confidence: 99%

Decolonizing the curricula of an English teacher preparation program: An exploration of U.S. short stories in the Global South

Massó

2023

The Curriculum Journal

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Literature in English as a Foreign Language (EFL) contexts is used for language development and intercultural understanding. However, the role of literature, specifically short stories (SSs), in shaping cultural representations of the U.S. in EFL teacher preparation programs (TPPs) remains unclear. This study examines how U.S. SSs in an English TPP in Argentina portray sociocultural and racial groups and challenge colonial worldviews. Through critical discourse analysis, 21 SSs were analysed. The findings revealed that the curriculum prioritizes white dominant groups. Although there are few stories featuring people of colour and less privileged white individuals, the overall selection of SSs collectively creates a limited and outdated portrayal of U.S. society. To avoid misinterpretations, it is essential to provide additional context and contemporary stories to accurately reflect the diverse cultural landscape of the U.S., thereby challenging dominant narratives.

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Relational teaching: A way to foster EFL learners’ intercultural communicative competence through literary short stories

Cited by 11 publications

References 5 publications

La literatura como instrumento de aprendizaje del inglés como lengua extranjera

La literatura como instrumento de aprendizaje del inglés como lengua extranjera

Intercultural teaching approaches and practices of Chinese teachers in English education: An exploratory mixed methods study

Decolonizing the curricula of an English teacher preparation program: An exploration of U.S. short stories in the Global South

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