'Lunchtimes in New Zealand Are Cruel': Reflection as a Tool for Developing Language Learners' Intercultural Competence

Autor/inn/en	Conway, Clare; Richards, Heather
Titel	'Lunchtimes in New Zealand Are Cruel': Reflection as a Tool for Developing Language Learners' Intercultural Competence
Quelle	In: Language Learning Journal, 46 (2018) 4, S.371-383 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2015.1130080
Schlagwörter	Second Language Learning; Second Language Instruction; Cultural Awareness; Language Teachers; Teacher Attitudes; Faculty Development; Scaffolding (Teaching Technique); Foreign Countries; Case Studies; Reflective Teaching; Teaching Methods; National Curriculum; Secondary School Teachers; Communicative Competence (Languages); New Zealand + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Cultural identity; Kulturelle Identität; Language teacher; Sprachunterricht; Lehrerverhalten; Ausland; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Neuseeland
Abstract	Reflection as a tool for the development of an intercultural dimension in language learning is mentioned to varying degrees in curriculum documents, guidelines and the literature. While there is a call for teachers to encourage language learners to engage in reflection for the development of intercultural competence (IC), studies show it can be challenging to implement in the classroom. This paper considers the extent to which language teachers in New Zealand schools provided opportunities for learners to develop aspects of IC through reflection. Findings from a nationwide survey and interviews with teachers of six foreign languages indicate that many teachers were limited in both their understanding and use of reflection as a learning tool. However, two examples are given of how teachers did provide opportunities that encouraged their learners to reflect on their own culture and on the culture of others. From examples, we summarise strategies that may assist in scaffolding learners into reflection, and call for focussed language teacher professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01