Hatice Asvaroglu: Intercultural communicative competence: are language teachers ready?

Eaquals International Conference, 16 – 18 April 2015

Intercultural Communicative Competence; are English as a foreign language teachers ready?

Hatice Asvaroglu Foundation English School Girne American University

Northern Cyprus

www.eaquals.org

Overview

• Background information

• The study

• Methodology

• Findings and discussions

• Conclusion

2 Eaquals International Conference, 16 – 18 April 2015

THE «INNER

CIRCLE»

USA UK Canada

Australia New

Zealand

THE «OUTER CIRCLE»

Bangladesh Ghana Pakistan

India Kenya

Singapore Philippiness Sri

Lanka Tanzania

Malaysia Nigeria Zambia

THE «EXPANDING CIRCLE»

China Korea Egypt Nepal

Indonesia Saudi Arabia Israel

Taiwan

Japan USSR Zimbabwe

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The spread of English

Language as an international

language

(Kachru, 1992, p.356)

Why to teach intercultural competences?

As a result of globalization great changes have been taking place all over the world. For example:

More population mobility More cross-cultural contact among diverse linguistic

and culture groups All the sectors, including health, politics, and business,

and particularly education are influenced by this great change.

For example, more interculturally competent employees are required

(Sercu, 2005)

Intercultural Communicative Competence

The ability to communicate and

interact across linguistic and

cultural borders appropriately and

efficiently.

(Byram, 1997)


ELT and Teaching Intercultural Competences

«Foreign language education is, by

definition, intercultural. Bringing a

foreign language to the classroom

means connecting learners to a

world that is culturally different

from their own»

(Sercu, 2005, p.1).

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According to Byram (1997), ICC should be the main aim of the foreign language instruction and he proposed an ICC model to foreign language education.

Byram (1997) conceptualized an ICC in relation to linguistic competence,

sociolinguistic competence.

In addition, knowledge (savoir), skills of interpreting and relating (savoir

comprendre), skills of discovery, and interaction (savoir apprendre/faire), critical intercultural awareness (savoir s’engager) were integrated into intercultural competence as five savoirs .

Dimensions of ICC


Intercultural Competence Byram (1997) Model

Dimensions of the intercultural communication Knowledge 1. Knowledge of self and other; of interaction: individual and societal (savoir être)

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Intercultural Competence Byram (1997)

Skills 2. interpret and relate (savoir comprendre) «Ability to interpret a document or event from another culture, to explain it and relate it to documents of ones’ own» (Byram, 1997, p.52) 3. Education, political education, critical cultural awareness (savoir s'engager) Skills 4. discover and/or interact (savoir apprendre/faire) Ability to acquire new knowledge of a culture or cultural practices and the ability to operate knowledge, attitudes and skills under the constraints of real time communication and interaction (p.59)

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5. Attitudes Relativizing, valuing other (savoir être) Attitudes, such as prejudices and stereotypes suspend mutual understanding. Attitudes of openness and curiosity; Willingness and readiness to abandon belief in one own’s meanings, beliefs and behaviour, and to abandon disbelief with respect to other’s meanings, beliefs and behaviour.

(Byram, 1997, p.34)

EFL Teacher and Intercultural Competence

The teacher standards have recently

integrated ICC as one of the teacher

qualities (Sercu, 2006).

For example, European Profiling Grid

(2013), EAQUALS Teacher Development

Framework (2013).

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Foreign Language Teacher Competence

1.European Profiling Grid

was developed as part of a European Project by 11 institutions, supported by European commission.

provided an international benchmark to foreign language teacher training.

http://egrid.epg-project.eu/en/egrid

Intercultural Competence has been added as part of the enabling competences.

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European Profiling GRID (EPG)

Intercultural Competence is included as one component of Enabling Competences in EPG.

Teachers can be at any of the three developmental intercultural levels as Phase 1, Phase 2 and Phase 3.

Each level is further divided into two different sub- levels of intercultural competence.

Phase 1

1.1 • understands that the relationship between language and culture is an important factor in language teaching and learning. 1.2 • is learning about the relevance of cultural issues in teaching. • can introduce learners to relevant differences in cultural behaviour and traditions. • can create an atmosphere of tolerance and understanding in classes where there is social and cultural diversity.

Phase 2

2.1 • understands and is able to take account of stereotypical views. • can use own awareness to expand learners’ knowledge of cultural behaviour, e.g. politeness, body language etc. • can recognize the importance of avoiding intercultural problems in the classroom and promotes inclusivity and mutual respect

Phase 2

2.2 • can help learners to analyze stereotypical views and prejudices. • can integrate into lessons key areas of difference in intercultural behaviour (e.g., politeness, body language, etc.). • can select materials that are well matched to the cultural horizon of learners and yet extends this further using activities appropriate to the group

Phase 3

3.1 • can use web searches, projects and presentations to expand own and learners understanding and appreciation of intercultural issues. • can develop learners’ ability to analyze and discuss social and cultural similarities and differences. • can anticipate and manage effectively areas of intercultural sensitivity

Phase 3

3.2 • can use her/his extensive knowledge of

intercultural issues when this is appropriate to assist less experienced colleagues

• can develop colleagues’ ability to deal with cultural issues, suggesting techniques to defuse disagreements and critical incidents if they arise

• can create activities, tasks and materials for own and colleagues’ use and can seek feedback on these

Research questions

• How did EFL teachers

conceptualize the main aim of

English language teaching?

• To what extent are EFL teachers

interculturally competent?

Context and Participants

• Foundation English School (FES) Girne American University (GAU) is an English medium private university in Cyprus.

• FES is a unit within Girne American University.

• FES provides intensive General English and English for Academic Purposes courses to international students.

• 8 international English language teachers participated in this study.

PArticipants

Participants Country of

origin/

native

language

Age Foreign

languages

spoken

Teaching

experience

Foreign

Countries

visited/

length of

stay

Who does

s/he

communicate

with in

English

language?

Code 1 1P:

Belarus

Russian/

Belarusian

1P: Turkish

Cypriot

2 P.26-30 1P:English

Turkish

German

1P: English

German

2 years

5 years

Cyprus

7 Years

England

1 year

Turkish

Cypriots,

international

students, and

colleagues at

FES

Code 2 Turkish

Cypriot

Turkish

26-30 English

German

5

Years

England

1 year

FES students,

and staff,

Greek

Cypriots, and

ritish friends

PArticipants

Participants Country of

origin/

native

language

Age Foreign

languages

spoken

Teaching

experience

Foreign

countries

visited

/length of

stay

Who does s/he

communicate

with in English

language?

Code 3 Australia

English/

Turkish

26-30 English and

Turkish

3 years - Family

FES students

and teachers

Code 4 American

English

41-45 French 3 years England

1 month

France

3 months

FES Students,

colleagues, and

family

Code 5 Jordan

Arabic

31-35 English 7 years Saudi

Arabia

5 years

Cyprus

2 years

FES students

and friends

from different

Asian

countries.

PArticipants Participants Country of

origin/

native

language

Age Foreign

languages

spoken

Teaching

experience

Foreign

countries

visited/

length of

stay

Who does

s/he

communicate

with in

English

language?

Code 6 Turkish

Cypriot,

Turkish

31-35 English 10 years England

1 month

FES students,

and

colleagues

Code 7 Romania

Romanian

41-45 English

Turkish

7 years Cyprus

20 years

FES students,

and

colleagues

Code 8 England

English

21-25 - 1 year Cyprus

1 year

Family,

FES students,

and

colleagues

Methodology 1.Research Method A qualitative research method was utilized.

2. Data collection instrument Research data was collected by means of semi-structured EFL teacher interviews.

i. The interview consisted of 9 extended questions. ii. All interviews were audio-recorded and transcribed.

3. Data analysis (category analysis) Data obtained from the teacher interviews were categorized against the EPG as a benchmark for the degree of teachers’ intercultural awareness.

Teacher Interview

1. What’s the ultimate aim of the English language teaching? 2. How do you define culture and what’s the role of culture in English language teaching? 3. What’s the role of the culture in the communicative language teaching methodology? 4. Do you sometimes include intercultural objectives in your teaching? If yes, what type of

activities? 5. What do you think about stereotypical views about other cultures? Do you think they are useful in

teaching languages and target language culture? 6. Do you sometimes have problems which arise due to intercultural misunderstandings in your

classes? How do you cope with them? 7. What type of intercultural tasks, activities and projects do you use in your teaching? 8. What kind of materials do you use to help your students to develop intercultural competence? 9. Do you sometimes help your friends prepare intercultural tasks as well as materials for their

teaching? How frequently?

Results and Discussions 2 participants: 1.2 ICC level 6 participants: 2.1 ICC level . All participants could define culture briefly but none of them

referred to developing intercultural communicative competence in EFL teaching as an objective.

All participants believed that the main aim of English as a foreign

language teaching is helping students to develop communicative competence. However, none of the participants could extend it beyond communicative competence as intercultural communicative competence.

Six participants stated the role of culture in foreign language

teaching as contextualizing language teaching as well as motivation.

CONCLUSIONS

The research findings revealed that FES EFL teachers’ do not possess adequate intercultural awareness in order to be able to adopt appropriate pedagogy, materials and tasks to develop intercultural communicative competence in their EFL learners.

Implications

As intercultural competence is not an automatically acquired competence, initial teacher training and inservice teacher training programs should be revised to include teaching communicative competence to prospective foreign language teachers.

There is a call for more research regarding,

teachers’ beliefs, perceptions as well as practices regarding teaching intercultural competences.

Video What type of intercultural

knowledge, skills, and attitudes impede the communication

between Joshua and Madelen?

https://www.youtube.com/watch?v=

dMh5qim5Iqc


https://www.youtube.com/watch?v=dMh5qim5Iqc


References Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 62-71. Byram, M., Gribkova, B., & Satrkey, H.C. (2001). Developing the Intercultural Dimensions in Language Teaching; A Practical Introduction for Teachers. The Council of Europe. Barrettt, M., Byram, M., Lazar, I., Mompoint-Gaillard, P., & Philippou, S. (2013). Developing Intercultural Competence through Education. Council of Europe Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press. EAQUALS. (2013). A Framework for Language Teacher Training and Development. London: EAQUALS Eelderink, M. ( Madelon Eelderink). (2014, 04, 05). Intercultural communication exercise. Retrieved from https://www.youtube.com/watch?v=dMh5qim5Iqc . Kachru, B. (1992). Teaching world Englishes. In B. B. Kachru (Ed.), The Other Tongue; En(pp. 1-18). English Across Cultures (pp.355-387). Champaign: University of Illinois Press.

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References Sercu, L. (2005). Teaching foreign languages in an intercultural World. In M. Byram, & A. Phipps

(Eds), Foreign Language Teachers and Intercultural Competence Clevedon: Multilingual

Matters Ltd.

Sercu, L. (2006). The foreign language and intercultural competence teacher: the acquisition of a

new professional identity. Intercultural Education, 17(1). 55-72.

Savignon, S. J. (2002). Interpreting Communicative Language Teaching;

Contexts and Concerning in Teacher Education. USA: Yale University

Press

Sneidr, G., & Lenz, P. (2001). European Language Portfolio: Guide for

Developers. Strasbourg: Council of Europe.

Xianohui, H.,& Li, S. (2011). Teacher cognition of intercultural

communicative competence in the Chinese ELT context. Intercultural

Communication Studies, xx(1), 175-192.

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Eaquals International Conference, 16 – 18 April 2015

THANKS A LOT FOR YOUR PATIENCE