Abstract
<p>This action research study presents the perspectives of two language faculty who integrated the principles of the Intercultural Communicative Competence (ICC) model in their teaching. The professors shared their understanding of intercultural communicative competence through a learning log. These reflections were mainly about the challenged notion of native speakership, particularly in foreign language teaching contexts. The faculty also developed a teaching sequence that integrated the ICC criteria. The study offers some of the faculty considerations on their integration of the ICC model together with their students’ perspectives. The research results show that students could get involved in language learning beyond the customary linguistic aspects of language teaching, and they could embark themselves upon the understanding of the intercultural aspects that permeate any classroom negotiation where two languages happen to meet and interact through the lived experiences and the identity of their speakers.</p>
Highlights
The Modern Languages program at Universidad EAN in Bogotá, Colombia aims at qualifying individuals as professionals in languages such as English, French, German, Italian, and Portuguese
This action research study presents the perspectives of two language faculty who integrated the principles of the Intercultural Communicative Competence (ICC) model in their teaching
The research results show that students could get involved in language learning beyond the customary linguistic aspects of language teaching, and they could embark themselves upon the understanding of the intercultural aspects that permeate any classroom negotiation where two languages happen to meet and interact through the lived experiences and the identity of their speakers
Summary
The Modern Languages program at Universidad EAN in Bogotá, Colombia aims at qualifying individuals as professionals in languages such as English, French, German, Italian, and Portuguese. The courses syllabi were filled with linguistic aspects which were for the most part grammatical in nature, and the cultural aspects were just corollaries of language aspects whose purpose was to understand the native speakers’ perspectives These reasons seem to bear some criticisms that are not new to language teaching settings based upon the concept of communicative competence. A second goal of this research project was to document the professors’ process of leaving the realm of their native speakership to help students become intercultural speakers, and at the same time, to show these professors’ reflections as intercultural speakers themselves The development of these two goals is the purpose of the present article
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