A Case Study of Constructivist Learning and Intercultural Communicative Competence in English-Majoring Pre-Service Teachers

Autor/in	Vu, Ngoc Tung
Titel	A Case Study of Constructivist Learning and Intercultural Communicative Competence in English-Majoring Pre-Service Teachers
Quelle	In: Journal of English as an International Language, 15 (2020) 2, S.52-76 PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1718-2298
Schlagwörter	Constructivism (Learning); Intercultural Communication; Interpersonal Competence; Preservice Teachers; Language Teachers; English (Second Language); Second Language Learning; Foreign Countries; Preservice Teacher Education; Student Attitudes; Cultural Awareness; Vietnam + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Interpersonale Kompetenz; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Cultural identity; Kulturelle Identität
Abstract	Vietnamese teachers of English are shifting away from their responsibilities as knowledge transmitters towards becoming intercultural agents. It is clear that when the teachers become sensitive to the learners' cultural backgrounds and identities, they can function as competent intercultural agents. However, teacher education programs (TEP) in Vietnamese higher education avoid equipping the pre-service teachers with the skills necessary to integrate cultural knowledge into their teaching practices. Further to this, no research has explored the effect that constructivist learning has on the undergraduate-level English-majoring pre-service candidates' intercultural communicative competence (ICC). In this paper, I wish to explore how this form of learning can support the formation of ICC in English-majoring pre-service teachers in the teacher education program situated in Vietnam. I analyzed data collected in TEP classes over 16 weeks, which illustrated opportunities and potential challenges regarding the integration of constructivist learning for teaching career preparation. I focused on the development of 71 student teachers' abilities to facilitate their roles as learners to observe linguistic and intercultural competencies, a combination to support their employability. Findings showed that, grounded on Byram's (1997) ICC framework, the preservice teachers enjoyed their improved intercultural knowledge as well as exponentially enhanced skills in the areas of discovery and interpretation. They also expressed readiness and willingness to practice in classes. Through the study, I have learned that the TEP courses could be an avenue to help the pre-service teachers explore their changing identities and develop assumptions that their future classrooms will be culturally heterogeneous rather than homogeneous. Based on my study, Implications for the pre-service teaching participants' instructional pedagogies developed through the TEP courses will be presented, showing in what ways they could overcome challenges to foster professional growth in general, and how they developed ICC in particular. (As Provided).
Anmerkungen	English Language Education Publishing. Site Skills Training - Clark, Centennial Road, Clark Freeport Zone, Clark, Pampanga 2023, Philippines. e-mail: asianefl@gmail.com; Web site: https://www.elejournals.com/journal-of-english-as-an-international-language/; Web site: https://www.eilj.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01