Dimension Of Language Teaching Research Articles

The Role of Intercultural Dimension in Developing EFL Students’ Negotiation of Meaning in Salahaddin University-Erbil

The recognition of the intercultural dimension as a key component in language learning and teaching has been one of the most significant changes in the last few decades. The nature of the experience of teaching and learning languages has significantly changed as a result of this transition. This quantitative study presents the results of an investigation of the role of the intercultural dimension in developing EFL students’ Intercultural Communicative Competence (ICC) and negotiation of meaning at Salahaddin University-Erbil (SUE). The aim of the study is to find out teachers’ and students’ perceptions about the intercultural dimension in language teaching and to discover the role of the intercultural dimension in developing students’ negotiation of meaning. That is to say, to what extent does being aware of other cultures, especially the target culture develop students’ knowledge, skills, awareness and attitude to effectively and meaningfully negotiate? This study attempts to find out whether EFL teachers in SUE integrate culture into classes or not. For the purpose of data collection, a total of 148 EFL students and 30 EFL teachers in the College of Education, College of Languages, and College of Basic Education at Salahaddin University-Erbil were selected as the study participants. Instruments such as teachers’ and students’ questionnaires were used to collect data from the participants. The result of the study revealed students’ and teachers’ positive perceptions towards the intercultural dimension of language teaching. Also, the findings confirmed that the intercultural dimension in language teaching develops students’ knowledge, skills, attitudes, and awareness of students’ own culture and others which are fundamental for students to negotiate meaningfully and effectively with speakers of other cultures. The result also revealed that despite teachers’ positive attitude towards the intercultural dimension in language teaching they do not fully integrate culture into their classes due to the shortage of time and being obliged to follow and finish the curriculum

Exploring Music to Learn Languages from an Intercultural Perspective

The interconnected and changing social, political and economic reality of the postmodern era pushes for a perspective of language teaching that addresses the intercultural dimension of communication in the EFL classroom. This need added to the persistence of ethnocentrism, hate discourses, and discrimination demand an active role of teachers and students as intercultural mediators. This goal can be achieved with the integration of the intercultural dimension in language teaching. Therefore, this study aimed to integrate the intercultural approach of language teaching through the exploration of the cultural meanings in Rhythm and Blues (r&b) music. In this way, data collection included a survey, focus group sessions, students’ artifacts and observations. Data were analyzed through thematic analysis and some themes explored were the cultural dimension of R&B, the affordances of music to discover other cultures, the students’ conception of culture, and the relevance of culture in EFL. Finally, findings showed that the students identified some cultural manifestations in r&b music and its potential to examine other cultures. Similarly, the participants discovered the importance of culture in language learning and its role to enhance their pedagogic experiences.

Diatopia, competenze passive e didattica della L2: Riflessioni teoriche e proposta di descrittori. I casi dello spagnolo (ELE) e del francese (FLE)

Spanish and French are both languages which have a long-standing monocentric linguistic standardization tradition, however they also possess polycentric features, clearly visible - albeit incomplete and largely insufficient - in glottodidactics and related materials. This paper aims to raise awareness of the sociolinguistic dimension in second language teaching, by first providing a thorough theoretical outline surrounding the issue, followed by scale descriptors referring to the introduction of diatopic variations during the second language learning process, with differentiated issues in Spanish an French by considering intrinsic specificities of each language.

An evaluation of culture teaching and learning in a Uniwide Language Program: Teachers and students’ perspectives

Abstract It is generally accepted that culture is inseparable from language. However, the provision of culture in FL courses takes different forms. At Manchester Metropolitan University (MMU), minor route/30 credit language students in the Uniwide Language Programme are allocated 1 h for cultural studies (known as the project hour) in addition to a weekly 2 h language class. This study surveys teachers’ and students’ perceptions of the teaching of culture in MMU Uniwide language courses with the aim of discovering to what extent this promotes students’ intercultural competence (IC) based on Byram, Michael, Bella Gribkova & Hugh Starkey. 2002. Developing the intercultural dimension in language teaching: A practical introduction for teachers. Strasbourg: Council of Europe, model. Byram et al.’s model of IC involves three components: knowledge, skills and attitudes. Teachers and students’ questionnaires were used to collect their views about the project hour and were analyzed both qualitatively and quantitatively. The qualitative data, using thematic analysis showed that teachers and students’ perceptions of culture learning and teaching, in general, were in line with the recent literature on IC. However, the quantitative data did not prove that the project hour fully attends to the components of IC, even though the methods and activities used matched its requirements.

Socially Vulnerable Students’ Language Needs in Italian SL A Survey on Second Language Courses Provided by Reception Centers in Piedmont

This paper presents the results of a research on language educational practices related to the teaching of Italian as a second language (ISL), aimed at learners in the situation of vulnerability and disadvantage. In many contexts of welcoming, the need to reconcile the first reception practices relating to housing, sustenance and health, with the dimension of language teaching, is evident. The ISL teachers who work within emergency frameworks often experience a feeling of discomfort connected to the motivational dynamics: if the students receive the necessities of the essentials from those who deal with the reception and expect to stay in Italy for a short period of time, it is possible that there will not be intrinsic motivation for studying and exercising the language. The survey, divided into several operational phases, is based on a questionnaire submitted to the teaching staff that deals with the ISL education within the contexts of reception. The most significant aspect of the data analysis is the absence of communicative needs compared to the daily life of the students.

I bisogni linguistici nei corsi di italiano L2 rivolti ad utenti vulnerabili

This paper presents the results of a research on language educational practices related to the teaching of Italian as a second language (ISL), aimed at learners in the situation of vulnerability and disadvantage. In many contexts of welcoming, the need to reconcile the first reception practices relating to housing, sustenance and health, with the dimension of language teaching, is evident. The ISL teachers who work within emergency frameworks often experience a feeling of discomfort connected to the motivational dynamics: if the students receive the necessities of the essentials from those who deal with the reception and expect to stay in Italy for a short period of time, it is possible that there will not be intrinsic motivation for studying and exercising the language. The survey, divided into several operational phases, is based on a questionnaire submitted to the teaching staff that deals with the ISL education within the contexts of reception. The most significant aspect of the data analysis is the absence of communicative needs compared to the daily life of the students.

Incorporating Controversial Issues in Critical Thinking Lesson: A Case Study of EFL Classroom

This case study investigated the issue of incorporating controversial topics in EFL classroom of pre-university students and their attitude toward such controversial topics namely, E-stalking in terms of their own cultural background. The objective of the study was to bring a new dimension in language teaching and learning in Bangladeshi educational system by introducing controversial issues in critical thinking lesson plan. Bangladeshi educational system is solely dependent on the grammar-translation method where including the controversial issue in a language classroom is a completely new experiment for both the teacher and learners. BRAC Institute of Language (BIL) of BRAC University is trying to come out from this traditional teacher oriented methods by implementing new modern approaches and techniques for language learning. This case study was a part of teaching critical thinking, aiming to improve their English language learning. The rationale that the study adopts for introducing controversial topics in EFL curricula is based on the assumption that it helps learners in developing their linguistic and cognitive skills, social awareness, emotional well-being and critical thinking that are compatible with the new approaches and methods of teaching EFL. The present study analyzed data that was collected from the students of pre-university (pre-intermediate level) program and found that majority of the students welcomed the topic E-stalking and showed their positive attitude throughout the lesson. This paper also revealed the importance and possible challenges of incorporating controversial topics in EFL classroom. This study ended with some recommendations made by the researcher’s own observation while conducting the lesson.

Twenty-five years on – from cultural studies to intercultural citizenship

At the editor's invitation this article was written as an analysis of the development of the intercultural dimension of foreign language teaching over the last 25 years. It is in part a personal reflection based on an article written for this journal 25 years ago, but it also draws on comments and insights from a network of researchers with whom the author has worked over much of the period in question.Four areas are selected for comment: ‘the value of cultural studies’, ‘pedagogy and didactics’, ‘methodology’ and ‘assessment and evaluation’. It is argued that in the intervening period, the value of a cultural or intercultural dimension in language teaching has been widely recognised in policy documents and approaches to pedagogy developed. The picture with respect to methods of teaching for intercultural competence is mixed and the question of assessment remains insufficiently developed. Looking forward, the conclusion is that the most important area for development is in teacher education. There is still a lack of understanding among teachers with respect to the significance of intercultural competence and its relationship to linguistic competence.

Developing the intercultural perspective in foreign language teaching in Colombia: a review of six journals

The steadfast spread of English as the dominant world language has heightened the need to integrate culture in the foreign language teaching (FLT) curriculum, but how does this process crystallize in countries such as Colombia? The results of this review provide insight on the status of the intercultural perspective in FLT in Colombia by looking at the epistemological, theoretical, practical, and ideological issues that have sprung out of the thrust to articulate the cultural dimension in language teaching. This paper reviews six major refereed journals, concentrating on the types of articles published and the characteristics of research on culture. Findings indicate that the influence of sociocultural perspectives has propelled language teachers to move from a linguistic approach toward an intercultural approach to language and culture. Researchers favor qualitative research designs to explore linguistic and social issues, such as intercultural communication, cultural representations, and identity. The challenges that teachers and researchers face suggest that the intercultural dimension is still in its infancy in the Colombian scholarship.

A working model for intercultural learning and engagement in collaborative online language learning environments

Given the emerging focus on the intercultural dimension in language teaching and learning, language educators have been exploring the use of information and communications technology ICT-mediated language learning environments to link learners in intercultural language learning communities around the globe. Despite the potential promise of ICT-mediated learning, research has identified a number of challenges including inadequate pedagogy that limit intercultural and language learning in these online intercultural collaborations. This article will review these challenges and will outline a three-part working model to guide the integration of online intercultural collaboration into classroom language teaching. This emerging framework is developed around the need to engage learners in the planning and preparation of these collaborations, to build identity investment and sense of community in these projects and to actively work with intercultural content and rich points to deepen intercultural language learning processes.

Reflections on the Cultural Dimension of Language Teaching

Both the objectives of the global approach and the fact that Turkey is facing European integration call for the implementation of concepts like ‘intercultural learning’ and ‘intercultural understanding’ in English language teaching. Although the cultural dimension of language is as important as its linguistic dimension, language education in Turkey mainly focuses on the latter. This study discusses the ideas and reflections of Turkish prospective teachers of English on the cultural dimension of language teaching.