Intercultural Settings Research Articles

Challenges in Teaching English as a Lingua Franca: Japanese In-service Teachers’ Attitudes toward ELF Teaching and Classroom Realities

With the global spread of English, there are growing calls for English as a lingua franca (ELF) teaching (e.g., exposure to different varieties of English and opportunities to practice communication strategies) to help learners communicate in intercultural settings successfully. However, despite the widely acknowledged importance of ELF teaching, it is implemented only occasionally in classroom settings. While some previous research has explored challenges in ELF teaching, this study uniquely focuses on the Japanese context, which has not been fully explored yet. Therefore, this research explored Japanese teachers of English’s (JTEs’) attitudes toward ELF teaching and identified barriers preventing them from implementing ELF. The results from a questionnaire completed by 22 JTEs suggested that most of them demonstrated supportive attitudes, while there was a wide range of opinions toward ELF teaching. However, most participants rarely implemented ELF-related activities, primarily because of a lack of teaching time and a lack of familiarity with ELF. Based on an analysis of the results, the current study suggested that developing approachable ELF-related activities and introducing ELF content in teacher training programs were critical to effectively implementing ELF teaching in classrooms.

Characteristics of Effective International School Teachers: A Systematic Review of the Literature

Qualities of effective teachers matter because teachers are the number one school-related factor that impacts on student achievement. Although researchers in the United States have studied frameworks for evaluating teacher effectiveness, these frameworks are not focused on teachers working in international schools. Thus, they may not reflect the importance of understanding both the context of working in intercultural settings and the skills that allow teachers to flourish in international schools. Using a systematic configurative synthesis review of 23 studies, this study identifies qualities of effective teachers working in international schools through a synthesis of the study findings. We identified four key attributes that are emphasized, if not unique, in international school effective teacher research: a focus on teacher collaboration and teacher leadership; cultural awareness and responsiveness from multi-national perspectives; and host country language acquisition. Overall, we find that a focus on what makes an effective international school teacher is lacking in the extant research, particularly given the predicted enormous growth of international schools.

Inherent linguistic preference outcompetes incidental alignment in cooperative partner choice

Abstract An important quality to assess in others is their cooperativeness. We hypothesized that people use linguistic markers in their partners’ speech as a proxy of their cooperativeness in other tasks: specifically, we predicted that participants would prefer syntactically similar conversation partners as cooperation partners in a monetary game. We found that, indeed, participants preferably selected syntactically similar conversation partners as cooperation partners, but only when the participants could communicate using their naturally preferred constructions. In contrast, when participants were forced to communicate using dispreferred constructions, they rather cooperated with those partners that matched their natural preference than with those that matched their overt linguistic use. This pattern of results was likely driven by participants valuing representational alignment (i.e., being aligned on both linguistic features and their mental representations) more than incidental behavioral alignment (i.e., superficial convergence on similar linguistic features during interaction). This is because representational alignment is a potential indicator of group membership and may be associated with in-group benefits such as reputation, reciprocity and normative behavior. Those benefits may outweigh the benefits of simple behavioral alignment, which could be a potential indicator of others’ willingness to cooperate. This has important implications for communication in intercultural settings where members of diverse linguistic groups negotiate cooperative actions.

Intercultural knowledges and practices in postgraduate game design and making education: insights from a UK-based degree

ABSTRACT In this paper, I explore my experience around teaching a digital game design and making postgraduate course in an intercultural setting in the UK Higher Education. I focus on how locality and disciplinary aspects create and mediate hierarchies of knowledges and practices that shape this kind of course, and how the intercultural setting studied here affords critical interrogations about the supposed universal nature of game design, as a field and as a practice. In particular, I examine an educational approach adopted in this course centred on the critical pedagogy notion of ‘cultural work’ and on philosophy of technology, rejecting mechanistic approaches to game design and making in favour of thinking with and through tools and processes. Through interviews with former students around their expectations about learning game design and making and their (changing) perspectives during this course, I explore how such an approach can create educational experiences for both students and game educators to build different (i.e. more critical and diverse) knowledge and practice foundations for those who will be working in/with games in the future as well as developing new vistas for understanding game design and making not as universal but as practices heavily informed by specific contexts.

Virtual bridges to global competence

This study explores the effectiveness of a virtual exchange programme in enhancing English proficiency and intercultural communication among learners in non-English speaking countries. Through a mixed-methods approach, the research evaluated pre-and post-engagement competencies of participants over an eight-week period. Results indicated significant improvements in intercultural communication and English language skills, despite challenges such as technological limitations and time zone differences. In summary, the study highlights the potential of virtual exchange programmes for fostering cultural understanding and language development in tertiary education, advocating for further exploration in diverse intercultural settings.

Exploration of Implicit Culture Belief among English Major Students in China

This study aims to explore English major students’ implicit culture belief and factors influencing such beliefs within a limited intercultural environment in China. A total of 369 Year 3 and 4 English major students at Hebei International Studies University were surveyed through a mixed-method approach involving a survey questionnaire and semi-structured interviews. The study utilized the adapted Implicit Culture Belief Scale and a self-designed demographic questionnaire. The results displayed that English major students’ implicit culture beliefs tend to entity beliefs, namely fixed and unchangeable judgement on cultural attributes such as cultural values like individualism-collectivism and personality traits like extraversion-introversion in their implicit culture beliefs within the constrained intercultural settings. Furthermore, the factors influencing English major students’ entity beliefs in implicit culture belief include socio-cultural environment, media and psychological inclination toward stability. This investigation underscores students' cognitive process of cultural attributes to delve into their internal cognitive mechanisms regarding cultural values and personality traits within the limited intercultural milieu in China.

THE IMPORTANCE OF DEVELOPING FOREIGN LANGUAGE TEACHERS’ SPEECH BEHAVIORS

Proficiency in speech behaviour methods is a crucial component of a foreign language teacher's professional competence. Lack of awareness of speech behaviour norms frequently results in communication problems in both personal and professional contexts. One of the most important aspects of teaching a foreign language is acquiring speech techniques since English speakers differ significantly in their speech behaviour. Since a foreign language teacher must conduct speech activities in two languages, according to the norms of the speech behaviour culture developed in these linguistic cultures is a requirement for his professional activity. The instructor has to act as a consultant in cross-cultural dialogue, or intercultural settings. In addition to providing guidance on intercultural communication, the instructor has to model appropriate speech patterns in both the student's native tongue and the target language. However, evidences indicate that foreign language instructors now struggle to include these norms into classroom practice sessions because they are not familiar with the speech behaviour standards of a foreign culture.

“For me, it is important to maintain self while adapting.” Understanding Chinese foreign language teachers’ identity in an intercultural context

ABSTRACT This qualitative exploratory study addresses how Chinese as a foreign language (CFL) teachers perceive their identity in an intercultural context in the Netherlands. In this study with twenty-one native Chinese-speaking language teachers, empirical data was collected through semi-structured interviews. Foucault’s poststructuralist view of identity is employed to conceptualize teachers’ identity. The findings show teachers’ perceptions of their identity are shaped by their cultural and educational background, as well as their teaching experiences in an intercultural context. CFL teachers’ professional identity adapts during the process of interacting with students from another cultural background. Although CFL teachers sometimes struggle during this process of transformation, they generally showed willingness to adjust. The findings indicated that even if teachers’ identity reconstruction is inevitable in the cross-cultural setting, most CFL teachers hold onto their primary Chinese identity. Implications for teacher professional development and teaching Chinese in intercultural settings are discussed, for instance, the need for pedagogical courses that fit the Dutch educational context and consider the Chinese language’s specific features, and for the creation of a collaborative CFL teaching community.

When East Meets West: A Comparative Analysis of Credibility and Persuasive Appeals in Cross-Cultural Email Negotiations between Genders

The bulk of studies focusing on cross-cultural variations in persuasive appeals examines letters or newspaper articles (Al-Ali 2006; Alhudhaif, 2005; Bhatia, 2014; Connor et al., 1995; Ismail, 2010). It is rare for a study to examine persuasive appeals within intercultural settings via email communication for academic proposal purposes. Typical findings of these cross-cultural studies suggest that non-native English speakers do not use rational appeals as frequently as native speakers and focus more on effective appeals. However, these studies did not base their judgements on interactive communications and the cross-cultural comparison of newspapers or political texts is hardly comparable. To this end, this paper provides a more fine-grain analysis by linking between the new impoliteness framework and persuasive appeals (impeded within genre analysis) to explore gender and cultural differences. the differences in email negotiations persuasive appeals where relevant by using comparable email data written by both cultural groups (i.e. Australians and Saudis). The results indicate that both focused on rational appeals, using far fewer credible and affective appeals. However, there were significant differences in the way both cultures utilised these appeals. In the affective appeals, Saudi men made more compliments and used more emotional and (im) polite requests than Saudi females. With the credibility appeals, Saudi women made more self-promotional moves than men, portraying the self as competent and distinguished.

When East Meets West: A Comparative Analysis of Credibility and Persuasive Appeals in Cross-Cultural Email Negotiations between Genders

The bulk of studies focusing on cross-cultural variations in persuasive appeals examines letters or newspaper articles (Al-Ali 2006; Alhudhaif , 2005; Bhatia , 2014; Connor et al ., 1995; Ismail , 2010). It is rare for a study to examine persuasive appeals within intercultural settings via email communication for academic proposal purposes. To this end, this study investigates the use of credibility appeals in emails sent by Saudi and Australian PhD applicants to potential Australian supervisors. The study employs a genre-based approach, utilizing Swales' (1990) framework for genre analysis to identify the communicative purposes of each move in academic email negotiations. The results suggest cultural differences in self-presentation strategies. Despite quantitative similarities in credibility appeals usage, qualitative differences suggest cultural influences on communication styles. The study highlights the need for a culture-bridging approach to academic writing, promoting intercultural communication and contributing to a more comprehensive comprehension of academic email negotiations.

Methodological Challenges in Conducting Cross-Cultural/Language Research with Spanish Speakers: The Role of the Researcher/Translator

With the increase in global research, it is common for researchers to investigate topics in intercultural settings, both in their own home countries and abroad. Although findings from this research are prolific, rarely are detailed examples given or practical suggestions offered, particularly in relation to the role of the translator/researcher. The significant and often undervalued role of the translator/researcher in cross cultural/language qualitative research warrants methodological considerations at the onset and throughout the research. Nonetheless, few qualitative studies transparently report the process of how the translation findings were developed. This paper addresses this gap by examining a Latinx postgraduate student’s role in the qualitative research on teacher induction in Chile. I used reflexivity to assess my positionality of insiderness and outsiderness and its influence in the process of recruitment, conducting interviews, transcription, and translation. Interviews were conducted, transcribed and analysed in Spanish. Examples of data translation that can help to identify the main issues associated with reporting the findings in English are provided. These applied examples are used to illustrate the gaps and misinterpretations possible in intercultural research. The importance of researcher’s culture competence, contextual skills and knowledge of the field of the study are highlighted.

Conhecimento prévio e construção do conhecimento entomológico por estudantes de graduação indígenas e camponeses da região centro-oeste do Brasil

Abstract This study presents findings from research conducted with indigenous and peasant students (n = 53) in their first year of the Rural Education Degree (Countryside Education) program at a public university in the Brazilian Midwest. We investigated previous knowledge and methods for developing entomological knowledge using structured questionnaires with open, closed, and multiple-choice questions. As a result, we discovered 24 distinct types of animals known as insects. Indigenous peoples conceptualized insects using ecological principles, whereas peasants approached the subject from health and emotional perspectives. Our findings revealed that indigenous students’ prior entomological knowledge was primarily developed within their families, while peasant students developed it at school. This study provides important insights into pre-existing knowledge and the development of entomological understanding in an intercultural setting. It encourages reflection on the interactions of traditions, folk knowledge, and scientific understanding.

Exploring the perception of politeness in relation to language attrition and interpersonal dynamics in an intercultural academic context

The present paper explores the intricacies of the perception of international doctoral students of politeness, linguistic choices, and language attrition, and their subsequent influence on intercultural academic relationships. The findings of this study provide an insight on the interplay between the perception of politeness and linguistic choices, a paramount determinant of successful academic communication. The data from this case study further shows that assimilation to the host country’s culture and linguistic nuances along with the length of academic breaks in the home country emerge as critical factors in second and first language attrition. The study underscores the imperative need for developing pragmatic competence and particularly ensuring its reinforcement through prolonged sustained exposure and productive language practice in both the nascent and advanced stages of second language acquisition in academic contexts where English is used as a lingua franca. As the environment of academic communication is becoming increasingly globalized, the results of this study emphasize the significance of effective communication and sustained pragmatic competencies in establishing effective academic networks, collaborations, and relationships in diverse intercultural settings.

Linguacultural Representations in Specialized Migration Discourse: A Lexicographic Perspective

In the last two decades increasing movements of people across countries, due to economic and social reasons, have produced high levels of exchanges among speakers of different languages where English is used globally as a lingua-franca (ELF). Moreover, migration flows across nation states (especially from non-Western countries to Western ones) have encouraged the movement of people, mainly of African and Asian origin, from students to skilled workers, who are often involved in English-mediated interactions where migrants’ native linguacultural background inevitably connects to the language spoken by the host community (e.g., in European countries), and at the same time shapes the use of English as a global means of interaction (Canagarajah, 2013). ELF cross-cultural interactions and translingual processes, naturally occurring in intercultural settings, are particularly remarkable, since they plainly show how ELF speakers, engaged in intercultural interactions, differently appropriate the English language, according to their own native linguacultural patterns, and to specific pragmalinguistic purposes and processes (Guido, 2012, 2018; Mauranen, 2018). This study will address the influence that lexical actualizations in authentic spoken encounters, as well as in written productions in specialized contexts have on the current role and function of English as an international language and which deserve coverage and consideration in lexicographic resources. Research studies on migration narratives, language mediation, cross-cultural conceptual representation and reception of traumatic events, where ELF lexical processes are often activated by the speakers involved, are particularly important to address the development of linguacultural representations that should be covered in dictionaries, lexicons and other lexicographic resources, especially online.

Navigating Everyday Multiculturalism in the Culture Chats Writing Program

Taking a grounded approach to multiculturalism and the lens of informal learning and community of practice, this study reports findings from a community-based collaborative research project that explored a group of immigrant women writers’ perceptions of and experiences with multiculturalism in a community writing workshop in Metro Vancouver, a highly multicultural and multilingual regional district in the Province of British Columbia. Drawing on observation, interviews, and written artifacts created by women writers regarding their experiences with and reflection on everyday multicultural encounters, we illustrate how learning possibilities and multilayered dimensions of multiculturalism unfolded within the quotidian intercultural setting of the writing workshop, and how the shared practices of writing and intercultural communication contributed to the construction of an ephemeral community of “hybrid knowing and knowledge.”

Openness to World Music Predicts Adaptation to a New Culture among Student Sojourners

Student sojourners temporarily live in a foreign country to pursue higher education. Research has shown that student sojourners’ openness to new experience and cultural values predict their adaptation to the host culture. However, it is unclear whether music – a major medium of cultural communication – also plays a role in adaptation to a host culture. This study examined whether student sojourners’ world music open-earedness (a willingness to explore, listen to, tolerate, and learn about music from diverse cultures) and functions of music in intercultural settings (the psychosocial reasons people engage with music) predict psychological and sociocultural adaptation. Seventy-six student sojourners in Australia reported their musical inclinations and adaptation to Australian society. World music open-earedness was significantly correlated with psychological and sociocultural adaptation. However, multiple regression modelling revealed that after statistically controlling for personal characteristics (e.g., age, musical training), personality traits (e.g., openness), and acculturation strategies, psychological adaptation was predicted by the music functions ‘arousal and activation’ and ‘self-reflection’, whereas sociocultural adaptation was predicted by world music open-earedness and the music function ‘arousal and activation’. Mechanisms that account for these associations and implications for identifying at-risk international students are discussed.

Отражение аспектов межкультурной гражданственности в современных учебниках по английскому языку

На сегодняшний день наблюдается актуализация межкультурного образования, что связано с увеличением международных контактов, укреплением международного и межкультурного диалога. Межкультурное образование направлено на развитие у обучающихся навыков общения с представителями «иных» лингвокультурных сообществ, повышение их лингвокультурной грамотности, развитие их критического мышления, рефлексии, самокритичности, необходимых для жизни в мультикультурном мировом сообществе. Межкультурное образование формирует компетенции и воспитывает качества гражданина в межкультурном контексте. Гражданин, готовый к межкультурному общению, — это человек, который демонстрирует активную гражданскую позицию, участвует в жизни общества не только на локальном, но и на глобальном уровне, обладает знаниями и компетенциями, которые позволяют ему эффективно функционировать в условиях языкового и культурного многообразия. Обзор научной литературы по проблеме проведения анализа учебников по иностранному языку (УИЯ) показал, что ни одна из существующих схем оценки УИЯ не акцентирует внимание на реализации в них концепции межкультурной гражданственности. В статье представлены результаты анализа современных учебников по английскому языку (УАЯ) на предмет отражения в них аспектов межкультурной гражданственности. Проведенный анализ показал, что учебники по английскому языку содержат ограниченный объем учебного материала, связанного с развитием межкультурной гражданственности обучающихся. Тексты учебников отражают лишь некоторые темы глобальной проблематики; упражнения, представленные в анализируемых УАЯ, не отличаются разнообразием и в большинстве своем связаны с развитием критического мышления.

Forgiving Others: Pastoral Care of Forgiveness in Post-Secular Societies

This article argues that pastoral insights into the dynamics of forgiveness are also relevant for pastoral care in post-secular society. While receiving forgiveness has been the raison d’etre of the sacrament of penance (a historical precursor to modern pastoral care), contemporary post-secular societies accentuate the problem of forgiving others. This article explores several paths for forgiving others that care seekers can walk, guided by pastors who provide maps and signposts. Methodologically, this article analyzes two pastoral care conversations about forgiving others, published in a Danish podcast series on the official homepage of the Evangelical Lutheran Church of Denmark. These two conversations present a highway of unconditional forgiveness, in contrast to the dead end of not being able to forgive. This article explores how pastors can care for care seekers along these diametric roads, and along several byways, through surveys of relevant (theological) philosophy, systematic theology, and theology of pastoral care. The two care seekers are neither religious nor simply secular; they are post-secular, moving in and out of secular and religious discourses as appears relevant. The article concludes with reflections on pastoral care in different intercultural settings, specifically in post-secular societies.

Intercultural sensitivity in the online multicultural community: Indonesian students’ experiences

The online social network facilitates excessive opportunities for intercultural communication in the online multicultural community. Occasionally, intercultural communication possibly results in misunderstanding, confusion, or stereotypes. Intercultural sensitivity, therefore, is necessary to respond to probable issues in online intercultural communication based on Indonesian students’ experiences. This narrative study portrayed the development of intercultural sensitivity in the online multicultural setting. The data were compiled from narrative reports and recordings and then analyzed based on Hunter’s analysis of the narrative. It reveals the development of intercultural sensitivity in the themes of 1) embracing a phonemic variation of English, 2) developing mutual strategies to understand the language, 3) celebrating small similarities, and 4) self-control to listen respectfully. The findings are primarily meant for intercultural education. The study also suggests the use of an authentic intercultural setting for English language learners to develop their intercultural sensitivity and bring the discussions after practice in the classroom.

Preserving Cultural identity, behaving in intercultural settings

Preserving Cultural identity, behaving in intercultural settings