Promoting Cross-Culturalism in the EFL Context: A Teacher’s Perspective

Abstract

Promoting cross-culturalism in the EFL context is imperative in today’s global society. EFL teachers should be prepared not only to raise cultural awareness and promote cross-cultural learning, but also to develop tools that evaluate cross-cultural competency and analyze student attitudes toward cross-culturalism. Due to a lack of interaction and exposure to diversified cultures within the EFL context, cross-cultural learning is explained as a major component that must be facilitated by Native English Teachers (NETs). NETs are noted as key sources to promoting cross-cultural learning and helping students gain cultural awareness through cross-cultural interaction. Cross-cultural competency is mentioned as a learning process that can be attained through consistent exposure and interaction with a dissimilar culture. It is suggested that NETs incorporate interactive lessons aimed to incite cultural awareness, promote cross-cultural learning, and enhance cross-cultural competency, as a means of fostering growth and helping students quickly adapt to environments that are culturally differentiated. The implementation of assessing student cross-cultural competency levels based upon interactions with NETs is highly recommended. Cross-cultural assessments that are created based upon interactions between the student and NETs are highlighted as an essential element to solidifying cross-cultural competency. Cross-cultural assessments are also noted as a consequential component that is often overlooked or disregarded as trivial within the EFL context. The implications for teaching cross-culturalism in the EFL classroom are essentialized, along with the ramifications of cross-cultural assessments.