Intercultural Competence in ELT Contexts: A Study of EFL Teachers' Perceptions

Autor/inn/en	Bouslama, Abdelhak; Benaissi, Fawzia Bouhass
Titel	Intercultural Competence in ELT Contexts: A Study of EFL Teachers' Perceptions
Quelle	In: Arab World English Journal, 9 (2018) 4, S.122-135 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bouslama, Abdelhak) ORCID (Benaissi, Fawzia Bouhass)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Cultural Awareness; Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Teacher Attitudes; Intercultural Communication; Teaching Methods; Teacher Effectiveness; Barriers; Language Proficiency; Foreign Countries; Global Approach; Citizenship; Algeria + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lehrerverhalten; Interkulturelle Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Language skill; Language skills; Sprachkompetenz; Ausland; Globales Denken; Staatsbürgerschaft; Algerien
Abstract	Intercultural competence (IC) has been promoted by many educationalists as the most exalted type of competence in modern foreign language teaching (FLT). Among the difficulties to incorporate IC into FLT can be due to the fact that teachers may not have sufficient knowledge on the concept. To test this hypothesis, we attempt to answer the following question: how do Algerian English as a foreign language (EFL) teachers perceive the concepts of culture and IC as well as the objectives of the intercultural approach (ICA) in English language teaching (ELT) contexts? The present study proceeds to analyze teachers' knowledge, perceptions and understanding of the concepts of culture, IC and the ICA and seeks to identify any potential deficiencies that may hinder effective IC teaching. The main aim of the study is then to help teacher trainers establish training programs that address more efficiently targeted teachers' needs with regard to IC teaching. This paper will hopefully assist in improving the implementation of IC into FLT classrooms. Data were gathered through semi-structured interviews with eight teachers and then analyzed thematically. The findings revealed that many EFL teachers displayed a lack of theoretical understanding concerning the ICA and its objectives, which may well impact negatively on their IC teaching practices. Teacher educators therefore need to focus more on updating EFL teachers' on both the theoretical and practical levels that learners are today expected to grow as cultural mediators equipped with a set of skills rather than as native-like proficient language users. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01