Culture, curriculum design, syllabus and course development in the light of BELF

Abstract

Abstract Research into the use of BELF, notably through the analysis of authentic data from business contexts, has shown that BELF communication is intrinsically intercultural, with BELF being used in a wide range of settings and with diverse constellations of interlocutors. Yet, whilst business English teaching materials take a range of approaches to culture, they often fail to address the complexity of intercultural communication or integrate it sufficiently in the overall curriculum. In this paper, findings from BELF research on oral interaction in the workplace are considered from the point of view of pragmatics and in relation to the interface between culture and language. It is proposed that by adopting a research-based approach to curriculum design, syllabus and course development, which addresses not only intercultural communication within the overall concept of communicative competence, but also learning theory and teaching methodology, awareness of intercultural aspects of communication can both be raised in a more systematic manner and also applied in the classroom. This should help those entering the jobs' market to better meet the needs of today's employers and globalised markets. Finally, practical suggestions are given for possible approaches to the teaching of intercultural communication within the context of business English training and, above all, in the light of BELF research findings. The need for change in teacher education is also considered.