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Productive Foreign Language Skills for an Intercultural World

A Guide (not only) for Teachers

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Edited By Michal Paradowski

The past two decades have created quantitatively higher and qualitatively different demands for foreign language skills. Learners’ needs, expectations and contexts of language use have undergone radical and far-reaching transformations. This collection of essays by experienced educators, teacher trainers and researchers from diverse linguistic, cultural and professional settings offers a fresh perspective on the aspects and ways of teaching skills which are crucial to contemporary language instruction, especially at the more advanced stages, but which have oftentimes been unjustly neglected in the classroom. The book discusses issues ranging from approaches to teaching, contexts of instruction, testing and assessment to curriculum development and technology in the classroom.
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Exploring Practices for Teaching Intercultural Communication: A Case Study of Three EFL Teachers at a College in Taiwan

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Abstract

Language learning is not limited to using the correct forms of language; it also includes the culturally appropriate use of language in different contexts. Actual classroom practices reflect teachers’ beliefs because English as a Foreign Language (EFL) teachers serve as cultural brokers. Thus, using Byram’s (2009) intercultural competence model, this chapter explores three EFL teachers’ beliefs and practices when teaching intercultural communication at the college level in Taiwan. This study discusses strategies for promoting intercultural attitudes, knowledge as well as discovery and interaction skills, which represent the core strategies for enhancing intercultural communication in the EFL setting.

Keywords: critical cultural awareness; intercultural competence; intercultural teaching and learning

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