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Probing professional identities of English Language Teacher Educators through collaborative study groups: Insights from a teacher educator team in Colombia
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Torres Rocha, JC. - : University of Exeter, 2022. : College of Sicial Sciences and international studies, 2022
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Exploring early career teachers' experiences of classroom behaviour they perceive as challenging and the continuous professional development that supports them.
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Sutton, A. - : University of Exeter, 2022. : Graduate School of Education, 2022
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Facing medicalization on the school floor: research, theory and practice ; Enfrentando a medicalização no chão da escola: pesquisa, teoria e prática
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In: Obutchénie. Revista de Didática e Psicologia Pedagógica; 2022: v.6, n.1 (jan./abr. 2022) ; 177-197 ; 2526-7647 (2022)
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Transformative Vocabulary: Fusing Vocabulary Instruction with Citizenship Education
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In: Certificate of Advanced Studies (CAS) in Literacy (2022)
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Connecting the “Real-World” to the Math Classroom: Implementing Professional Development for Mathematical Modeling
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In: Northwest Journal of Teacher Education (2022)
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Hard work / workload: discursive constructions of teacher work in policy and practice
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In: 1 ; 16 (2022)
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Integrating the Global Competence with Telecollaboration in CLIL Teacher Training ; Integración de la competencia global con telecolaboración en la formación del profesorado en contextos CLIL
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In: Distance Education Journal; Vol. 22 No. 69 (2022): Ordinario ; Revista de Educación a Distancia (RED); Vol. 22 Núm. 69 (2022): Ordinario ; 1578-7680 (2022)
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Linguistically Responsive Leaders: Working With Multilingual Students and Their Families
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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Developing Critical Cultural Awareness in the ELT Classroom
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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Abstract:
In the current age of globalization, migration, and immigration, integrating interculturality into language instruction is essential in order to prepare language learners to become competent intercultural speakers (Byram, 2020), described as competent communicators (Byram & Zarate, 1996) who engage with complexity and multiple identities and who “avoid the stereotyping which accompanies perceiving someone through a single identity” (Bryam et al., 2002, p. 5). Intercultural speakers are successful not only in communicating information but also in developing human relationships with people of other languages and cultures with whom they live and work. In contrast to monolingual native speakers (NSs), intercultural speakers are able to navigate the intercultural space where communication occurs among speakers of various linguistic and cultural backgrounds. Kramsch (1993, p. 236) defines the space that combines the culture of the target language and the social characteristics of the learner’s environment as a “third place” of intercultural communication. Resonating with this concept, Wilkinson (2020) opines that intercultural speakers can navigate the space between languages and cultures in communication with people of diverse linguistic and cultural backgrounds. Defining intercultural communicative competence (ICC) is challenging, and scholars have offered a variety of definitions. A popular definition is “the ability to communicate effectively and appropriately in intercultural situations based on one’s intercultural knowledge, skills, and attitude” (Deardorff, 2006, p. 247-248). Byram (1997) provided one of the most comprehensive ICC frameworks designed to guide foreign language teachers in integrating language competence (linguistic, sociolinguistic, and discourse competence) and intercultural competence (IC) into language classrooms. His ICC model is a combination of five elements: attitude, knowledge, skills (skills of interpreting and relating; skills of discovery and interaction), and critical cultural awareness (CCA). This paper provides an approach to integrating critical cultural awareness in the language classroom that promotes curiosity, inquiry, and empathy aimed at transforming understanding and behaviour of another culture.
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Keyword:
Curriculum and Instruction; Education; Teacher Education and Professional Development
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URL: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1483&context=teachlearnfacpub https://digitalcommons.unl.edu/teachlearnfacpub/476
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Creating Community of Young Readers during Covid-19 Lockdown: A Comprehensive Study of a Digital Reading Platform: Storyweaver
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In: Library Philosophy and Practice (e-journal) (2022)
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Discourse in Inquiry Science Classrooms, DiISC Version 2.0 (User’s manual for an observation research instrument)
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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Dificuldades do professor no processo de ensino para os alunos surdos no municipio de Teresina – Piauí no ano de 2021
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Desarrollo profesional de maestros de educación especial a través de la narración digital
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 71, 2022 (Ejemplar dedicado a: Discursos de odio en comunicación: Investigaciones y propuestas), pags. 93-104 (2022)
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Competencias TIC y mediáticas del profesorado.: Convergencia hacia un modelo integrado AMI-TIC
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 70, 2022 (Ejemplar dedicado a: Nuevos retos del profesorado ante la enseñanza digital), pags. 21-33 (2022)
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Local English teachers’ voices from a marginalized lens: Inequality practices and identity construction in the workplace
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 167-185 (2022) (2022)
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Teacher-made tests on Bahasa Indonesia subject for school examinations in public vocational high school of Bengkulu province
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 136-148 (2022) (2022)
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Continuous professional development: An overview from English language teachers in east Kalimantan
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 51-62 (2022) (2022)
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The Impact of CLIL Teacher Education on the Beliefs of In-service CLIL Teachers
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 47-61 (2022)
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Training teachers of English as a medium of instruction: The use of metadiscourse devices
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 177-192 (2022)
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