Exploring the Teaching of Culture in the Foreign Language Classroom within the Context of Collaborative Professional Development: A Critical Participatory Action Research Study

Autor/in	Nugent, Kristen L.
Titel	Exploring the Teaching of Culture in the Foreign Language Classroom within the Context of Collaborative Professional Development: A Critical Participatory Action Research Study
Quelle	In: Educational Action Research, 28 (2020) 3, S.497-517 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2019.1577148
Schlagwörter	French; Language Teachers; Teacher Attitudes; Teaching Experience; Faculty Development; Cultural Awareness; Second Language Learning; Second Language Instruction; Instructional Design; Curriculum Development; Language Usage; Self Efficacy; Communicative Competence (Languages); Cooperation; Intercultural Communication; Action Research; Participatory Research + Suchen Sie Ihr Suchwort? Französisch; Language teacher; Sprachunterricht; Lehrerverhalten; Cultural identity; Kulturelle Identität; Zweitsprachenerwerb; Fremdsprachenunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sprachgebrauch; Self-efficacy; Selbstwirksamkeit; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Co-operation; Kooperation; Interkulturelle Kommunikation; Projektforschung; Forschungstätigkeit
Abstract	This article describes the experience of French language teachers as they explored interculturality within a collaborative professional development environment. Participants studied how to design culture lessons for their classrooms through the lens of Intercultural Communicative Competence with the support of theoretical frameworks for intercultural learning. The findings underscore a need for teacher professional development that creates space for teachers to explore topics of interest in an in-depth and collaborative manner, that makes time for exploration of theoretical frameworks, and that models practical strategies for embedding interculturality in curricula. Furthermore, this study reveals that explicit examples of intercultural lessons taught while using the target language are needed in order for language teachers to gain confidence in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01