Abdelrahman Abdalla Salih; Lamis Ismail Omar
Abstract
One of the influences of globalized English in recent years on the English language teaching (ELT) practice is the rise of the significance of intercultural teaching and learning. Such a development has made teaching intercultural competence a compelling requirement. This study investigates (N = 16) ...
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One of the influences of globalized English in recent years on the English language teaching (ELT) practice is the rise of the significance of intercultural teaching and learning. Such a development has made teaching intercultural competence a compelling requirement. This study investigates (N = 16) English language teachers’ perceptions of intercultural teaching and learning and their actual classroom practices in Oman. Data were collected from a survey administered to the participants. Results showed differences in the teachers’ opinions concerning intercultural teaching. While only a small minority of teachers believed that EFL classrooms should adopt intercultural teaching, nearly half supported teaching culture in foreign language classes but cited concerns about cultural clashes that might occur. The study also revealed that the participants favored avoiding teaching culture in language classrooms, especially in contexts that lack support for interculturality. The study draws on the significance of addressing the challenges that occur in the absence of intercultural teaching.
Monir Ghasemi Mighani; Massood Yazdani Moghadam
Volume 7, 2 (Special Issue on Iranians Views of Cultural Issues) , September 2019, , Pages 27-39
Abstract
One way to develop intercultural sensitivity in learners is through the inclusion of intercultural training in ELT and teacher training courses. This study aimed at enhancing the intercultural sensitivity of EFL pre-service teachers through interactive culture-focused speaking tasks. Therefore, a task-based ...
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One way to develop intercultural sensitivity in learners is through the inclusion of intercultural training in ELT and teacher training courses. This study aimed at enhancing the intercultural sensitivity of EFL pre-service teachers through interactive culture-focused speaking tasks. Therefore, a task-based syllabus was designed based on the principles of constructivism and intercultural themes and implemented throughout one academic semester. An intercultural sensitivity scale was administered to find out any possible significant change in the level of intercultural sensitivity of the participants. At the end of the course, a self-report course evaluation survey was implemented in order to ask participants to evaluate different aspects and objectives of the course. The related data were collected and analyzed. The findings indicated that the level of intercultural sensitivity of the participants developed significantly through the intervention of mediating tasks. The findings of the self-report survey also showed that the participants` attitudes and evaluation of different parts and objectives of the course were positive.
Mostafa Morady Moghaddam; Neil Murray
Volume 7, Issue 1 , March 2019, , Pages 96-105
Abstract
English language teaching (ELT) in Iran has experienced a turbulent history reflecting an often dynamic context and changing attitudes toward English, yet framed within a discourse of tolerance rather than one of embrace, as this study is going to show. The discourse was much brighter before the Islamic ...
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English language teaching (ELT) in Iran has experienced a turbulent history reflecting an often dynamic context and changing attitudes toward English, yet framed within a discourse of tolerance rather than one of embrace, as this study is going to show. The discourse was much brighter before the Islamic Revolution and this study reveals that there were much fewer adverse policies toward the spread of English (mostly because of economic reasons). However, after the Islamic Revolution, the discourse can be seen as a product of a postcolonial perspective and an accompanying unease – even antipathy – concerning Westernisation and Western values that are seen as being at odds with Iran’s identity and aspirations as an Islamic state. It is discussed in this study that at its current status, language policy and planning in the Iranian context is blatantly at odds with the ‘educational’ and ‘social’ needs of the nation.