Thai Pre-Service Science Teachers' Perceptions of Their Filipino ESL/EFL Lecturers' Intercultural Communicative Practices in Science Teacher Education

Autor/inn/en	Nomnian, Singhanat; Perez-Amurao, Analiza Liezl; Rido, Akhyar; Magno, Francisco A.
Titel	Thai Pre-Service Science Teachers' Perceptions of Their Filipino ESL/EFL Lecturers' Intercultural Communicative Practices in Science Teacher Education
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 16 (2023) 2, S.533-547 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Science Teachers; Science Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Language Variation; Native Speakers; Metalinguistics; Foreign Countries; Language Teachers; Foreign Nationals; Intercultural Communication; Communicative Competence (Languages); Teacher Attitudes; Classroom Communication; Pronunciation; Code Switching (Language); Language Usage; Cultural Pluralism; Teaching Methods; Higher Education; Teacher Characteristics; Teaching Styles; Preservice Teachers; Teacher Education Programs; Majors (Students); Undergraduate Students; Thailand; Philippines + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachenvielfalt; Muttersprachler; Metalanguage; Metasprache; Ausland; Language teacher; Sprachunterricht; Ausländer; Ausländerin; Interkulturelle Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Lehrerverhalten; Klassengespräch; Aussprache; Sprachgebrauch; Kulturpluralismus; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrstil; Unterrichtsstil; Philippinen
Abstract	There has been an increasingly dominant presence of Filipino ESL/EFL lecturers in Thai higher education; yet, few studies explore the intercultural communicative practices between these Filipino lecturers and pre-service teachers in science teacher education. This study examined Thai pre-service science teachers' perceptions of their Filipino lecturers. The theoretical framework of this study consists of intercultural communicative competence (ICC), tensions between native and non-native English speakers (NES-NNES), and Thai students' perceptions of English and its varieties. Using a qualitative research paradigm, this study employed focus-group interviews with 15 pre-service teachers from biology, math, and general science majors at a Rajabhat University in Thailand. The findings suggest three key issues: 1) Filipino lecturers' teaching styles and methods, 2) classroom communication, and 3) their English accent. The implications of this study promote not only the integration of cross-cultural exchanges and translanguaging practices into classroom interactions between NES/NNES lecturers and Thai learners but also awareness of World Englishes and Global Englishes to envisage multicultural/lingual realities in social and professional contexts. This study sheds new light on the pragmatic benefits of enhancing Thai learners' intercultural communicative competence as part of ESL/EFL pedagogy in Thai higher education. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01