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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 18 of 18 1 Implementing a Culture of Thinking in Lao EFL Pre-Service Teacher Education: A Case of Reading Phonekeo, Say. - : Victoria University of Wellington, 2020 BASE Show details 2 The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers Jaruteerapan, Paweena. - : Victoria University of Wellington, 2020 BASE Show details 3 Intercultural Language Teaching in Vietnamese Tertiary EFL Classes: A Participatory Action Research Study Tran, Thao. - : Victoria University of Wellington, 2020 BASE Show details 4 The implementation of task-based language teaching in EFL primary school classrooms: A case study in Vietnam Bui, Trang. - : Victoria University of Wellington, 2019 BASE Show details 5 Enhancing pronunciation teaching in the tertiary EFL classrooom: A Vietnamese case study Nguyen, Loc Tan. - : Victoria University of Wellington, 2019 BASE Show details 6 Fostering incidental vocabulary uptake from audio-visual materials: The role of text comprehension Nguyễn, Chí Đức. - : Victoria University of Wellington, 2017 BASE Show details 7 Peer Interaction Opportunities for Non-Native-Speaker-of-English International Students in Postgraduate Courses of a NZ University Mukai, Shota. - : Victoria University of Wellington, 2017 BASE Show details 8 In pursuit of intercultural communicative competence: An investigation into English language policy and practices at a private university in Indonesia Siregar, Fenty Lidya. - : Victoria University of Wellington, 2016 Abstract: Intercultural language teaching and learning (ILTL) in Asian contexts is an area of growing interest. Reflecting this growth, this study investigated the viability of adopting an intercultural stance in English as a Foreign Language (EFL) instruction at tertiary level in Indonesia. The research was carried out in three phases. Phase 1 was a document analysis of Indonesia’s English language education policy (ELEP). Phase 2 was a case study which investigated the ELEP underlying two English programmes at a Private University of Indonesia (PUI). It focused on examining the construction of culture and language in curricula of two English programmes, teachers’ beliefs and practices, and students’ beliefs. Phase 3 was an autoethnographic study of my own ILTL in one of the English programmes in PUI. The data was collected from records of my autobiography and one-semester of reflective teaching practice. The findings of the three phases showed challenges and opportunities of cultivating interculturality in the context. First, the findings of Phase 1 revealed how the need for cultivating respect for cultural diversity – for political unity and social harmony – within the country influenced the ways in which culture and language were constructed in the ELEP. Since policies relating to cultural and linguistic diversity at the national level were influenced by political agenda, they also highlighted an essentialist view of culture. Second, the findings of Phase 2 echoed the findings of Phase 1. The data revealed deeply ingrained essentialist beliefs about culture, and a separation of culture and language in the design and implementation of the curriculum. However, some teaching staff aspired to cultivate intercultural understanding and to help students to understand their own culture and other cultures. Third, the findings of Phase 3 showed the complexity of implementing ILTL. This included challenges in the forms of linguistic goals imposed by the curriculum, no in-house community of practice, and multifaceted classroom behaviour. Despite this, the opportunities for cultivating interculturality were also present in the forms of teaching resources that reflect global and local linguistic and cultural diversity, teacher’s questions that prompt students to decentre, and various activities for students to be active in their own learning (such as group or pair discussions, rehearsals, and role-plays). On top of that, this phase revealed the complexity of collecting evidence of students’ learning and my ethical dilemmas due to various philosophical views embedded in my identities, the teaching context, and the construct of ILTL. Through its three-phase approach, the study brought outsider and insider dimensions to the task of understanding the fertility of the ground for intercultural teaching in the context of tertiary English classroom in Indonesia. It revealed that the implementation of ILTL can be initiated by teachers who are willing to take an intercultural stance; however, they also need support from community and policy makers to smooth the process and maximise the outcome. It is hoped that the study can inform the work of teachers, teacher educators, and policy makers regarding what it means to be an intercultural learner and teacher in tertiary education in Indonesia and elsewhere. Keyword: English; Indonesia; Intercultural URL: http://hdl.handle.net/10063/5258 BASE Hide details 9 Theatre as TBLT: The implementation of theatre in a high school EFL Oral Communication course in Japan Reid, Robin David. - : Victoria University of Wellington, 2015 BASE Show details 10 The effect of input, repetition and metacognitive awareness on task performance in South Korean EFL classes Manning, Shaun Justin. - : Victoria University of Wellington, 2014 BASE Show details 11 Tasks in action in Vietnamese EFL high school classrooms: The role of rehearsal and performance in teaching and learning through oral tasks Nguyen, Thi Bao Trang. - : Victoria University of Wellington, 2013 BASE Show details 12 Study Abroad and Its Effect on the Pragmatic Performance of English Requests by Hong Kong English Language Students Wai-Cook, Misty So-Sum. - : Victoria University of Wellington, 2012 BASE Show details 13 An Investigation of Intercultural Teaching and Learning in Tertiary EFL Classrooms in Vietnam Ho, Si Thang Kiet. - : Victoria University of Wellington, 2011 BASE Show details 14 Applying linguistic research to real world problems: the social meaning of talk in workplace interaction Holmes, J.; Joe, Angela; Marra, Meredith. - : De Gruyter Mouton, 2011 BASE Show details 15 The Use of L1 and the TL in Focus on Form and Its Impact on Uptake, Noticing and Language Development Truong, Hong Hue Minh. - : Victoria University of Wellington, 2010 BASE Show details 16 Examining the Language Learning Potential of a Task-Based Approach to Synchronous Computer-Meditated communication Nik Mohd Alwi, Nik Aloesnita bt.. - : Victoria University of Wellington, 2010 BASE Show details 17 Interactions during teacher-fronted class time of English classes in a Chinese university Xie, Xiaoyan. - : Victoria University of Wellington, 2008 BASE Show details 18 Task-Based Interaction Among Adult Learners of English and Its Role in Second Language Development Newton, Jonathan Mark. - : Victoria University of Wellington, 1993 BASE Show details

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