Abstract
Nonnative-English-speaking teachers who teach English as a second or foreign language (ESL/EFL) can play an important role in the promotion of intercultural competence and often have an advantage over native-English-speaking ESL/EFL teachers because they once were language learners and more aware of the difficulties that students can encounter. Therefore, a better understanding is needed of nonnative ESL/EFL teachers in language-and-culture teaching contexts. Research on how these teachers view themselves in relation to two or more cultural groups, i.e., teachers’ intercultural identities is useful in this respect, but has been scarce. In the present study, we systematically reviewed 21 studies on the intercultural identities of nonnative ESL/EFL teachers. Our study provides insight in key characteristics of these teachers’ intercultural identities, factors in the formation of these teachers’ intercultural identities, inconsistencies in studies to date, and directions for further research.
Highlights
Teachers who teach English as a second or foreign language (ESL/English language as a foreign language (EFL)) play an important role in helping learners learn the language and preparing learners for future intercultural communication (Council of Europe, 2001)
Guerrero Nieto and Meadows (2015) found in their study that expert teachers recalled their working experience and teaching context when reflecting on their identities, while novice teachers resorted to their learning experience to imagine their future identities
The self-concepts of the teachers can develop as they narrow the gap between their actual teaching profiles and their ideal profiles of foreign language teachers who are willing and competent to teach intercultural competence (Sercu, 2002, 2006), or as novice teachers communicate with expert teachers in dialogue (Guerrero Nieto & Meadows, 2015)
Summary
Teachers who teach English as a second or foreign language (ESL/EFL) play an important role in helping learners learn the language and preparing learners for future intercultural communication (Council of Europe, 2001). Such teachers must, for example, teach their students about the cultures of English-speaking countries (often shortened to ‘ES cultures’) (Cortazzi & Jin, 1999) and unavoidably compare ES cultures with their own cultures. The weight that ESL/EFL teachers give to intercultural knowledge, skills, and attitudes of students — often referred to as their ‘intercultural communicative competence’ (see Byram (1997) or just ‘intercultural competence’) — will vary (Sercu et al, 2005)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
