Abstract
Delving into English language education in Vietnam, this theory-oriented article aims to generate a new debate on critical cultural awareness (CCA) in light of increasing literature on intercultural communication competence (ICC), thus offering practical implementations to academic agents. Once ICC is strongly considered indispensable within communication, CCA can strengthen the power of sociocultural and psychological relationships. This study specifies the role of intercultural communication, aiming to develop Vietnamese learners to reach beyond abstract linguistic features towards language awareness by engaging in cultural and societal plurality. Seemingly, they need use language that advocate the enactment of change, fostering their abilities in their civic life. Coupled with that, they are obliged for learning the power of positive attitudes in terms of intercultural engagement, such as sympathy towards and acceptance of differences. Critical cultural awareness as a contribution to intercultural communication drives two primary aspects, namely social and psychological dimensions. In addition to dragging learners out of traditionally perceived skills related to native-like competences, the framework application expands potential goals and instructional steps that cover learning based on learner voice reflected upon privilege and power. Apparently, it is relevant in response to learning environment driven by social mechanisms which focus on citizenship, expecting that they learn and possess knowledge for certain purposes relating to career goals and social needs. Comprehensively, this study will outline the short examination of language education in Vietnam as a way to understand existing hindrances to be resolved. It anchored this analysis in a theoretical paradigm: critical cultural awareness, which is then critically embedded to involve social and psychological pedagogies. This enables to shift learners’ desire and willingness that hone their learning skills which influences academic success and communicative adaptability. Pedagogical implications are also suggested.
Highlights
Functioning the varieties of roles in a large number of social fields, English is widely shared as the common language that relieves difficulties in the cross-cultural communication
The study used a framework developed by Byram (2012), named as Critical Cultural Awareness (CCA), of which intercultural competence is developed
In light of the significant body of literature on intercultural communicative competence (Liddicoat & Scarino, 2013), this study is significant to contribute towards the neglected concepts relating to critical cultural awareness (CCA) especially
Summary
Functioning the varieties of roles in a large number of social fields, English is widely shared as the common language that relieves difficulties in the cross-cultural communication. Amidst significant effects of culture, language education has been unstoppably challenged to inform critically several approaches which can accommodate the vast contacts of culture and language in communities of practice. This has failed the consistency of native-like competence at the expense of learners’ fluent and proficient response in sociocultural contexts. The study used a framework developed by Byram (2012), named as Critical Cultural Awareness (CCA), of which intercultural competence is developed. In light of the significant body of literature on intercultural communicative competence (Liddicoat & Scarino, 2013), this study is significant to contribute towards the neglected concepts relating to CCA especially. This study is going to interpret the perspectives of Byram (2012) into the application of class-based ICC instruction
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