Developing Selected Aspects of Intercultural Communicative Competence in the EFL Lower Primary Classroom: Learners’ Perceptions of Online Culture-Based Lessons

Izabela Jarosz,Anna Kiszczak,Małgorzata Krzemińska-Adamek

doi:10.17951/lsmll.2021.45.3.83-95

Abstract

The present paper aims to outline a study devoted to the implementation of Intercultural Communicative Competence (ICC) into primary online classroom practice. The selected aspects of Anglophone cultural content were chosen to complement the students’ cultural issues covered by the core curriculum. The cultural elements were incorporated into the background of EFL materials focusing on teaching vocabulary by means of a range of activities suitable for primary school learners (42 second graders). The conclusions to be presented will provide the researchers' reflections on the implementation of and the students’ responses to the lessons.

Highlights

There has been a strong tendency towards promoting Intercultural Communicative Competence among EFL learners
Siek-Piskozub (2014) suggests that with primary school learners at low levels, intercultural competence can focus on their native language, with foreign language teachers occasionally engaging in the process of developing students’ Intercultural Communicative Competence (ICC)
Intercultural competence could be built from the very beginning in an L2, basing on the knowledge about the native culture young learners get in their L1 during subject integrated classes

Summary

Introduction

There has been a strong tendency towards promoting Intercultural Communicative Competence among EFL learners This is believed to enhance their language learning and understanding of today’s world. Siek-Piskozub (2014) suggests that with primary school learners at low levels, intercultural competence can focus on their native language, with foreign language teachers occasionally engaging in the process of developing students’ ICC. An EFL culture-based course for young learners would be advisable in order to search for some kind of integration with the students’ native elements of culture and respond to their needs of holistic learning. In order to discuss the development of some aspects of ICC in the primary classroom through an EFL culture-based lesson design, it is useful to define the term in more details

Methods

Results

Conclusion