Teaching Deep Culture to Develop Intercultural Communicative Competence (ICC) for EFL Pre-service Teachers

Authors

  • Ianatul Avifah Universitas Billfath, Lamongan, Indonesia
  • Nur Laily Lupita Sari Universitas Muhammadiyah Malang, Malang, Indonesia

DOI:

https://doi.org/10.59110/edutrend.306

Keywords:

Deep Culture, Intercultural Communicative Competence (ICC), EFL, Pre-service Teachers

Abstract

In common, EFL (English as a Foreign Language) teachers primarily provide surface-level cultural knowledge to their pupils, who are then expected to use critical thinking to delve into the material. Unfortunately, Universitas Billfath's pre-service teacher education program experienced the same situation. However, candidates for language teachers should possess intercultural competency, which means they should learn about both visible and hidden aspects of culture. To prepare pre-service teachers for their future careers, this study suggests that they be taught profound cultural issues. This will help them to enhance their intercultural communicative competence (ICC). To be specific, this study began with a brief overview of the teaching context and participants. Additionally, a critical analysis of incorporating deep culture to develop ICC was examined. This article also provided an illustration of how the method of teaching deep culture is organized and the reasoning behind it.

Author Biographies

Ianatul Avifah, Universitas Billfath, Lamongan, Indonesia

Ianatul Avifah is a graduate of MA in TESOL with a pathway to Educational Technology at The University of Manchester, United Kingdom. She has a big interest in technology and language learning, Teaching English as a Foreign Language (TEFL), and educational technology. She is currently working in the Department of English Language Education at Universitas Billfath, Indonesia. Her current research interests focus on language learning and technology, multimedia design and development, teacher education, and TEFL.

Nur Laily Lupita Sari, Universitas Muhammadiyah Malang, Malang, Indonesia

Nur Laily Lupita Sari finished her bachelor's and master's degree from Universitas Negeri Malang (UM) majoring in English Language Teaching program. She is currently a lecturer at Universitas Muhammadiyah Malang. Her research interest includes ELT, technology, and teacher professional development.

References

Alptekin, C. (2002). Towards intercultural communicative competence, ELT Journal, 56(1), pp. 57-64. https://doi.org/10.1093/elt/56.1.57

Ambele, E. A., & Boonsuk, Y. (2021). Voices of learners in Thai ELT classrooms: a wake up call towards teaching English as a lingua franca. Asian Englishes, 23(2), 201-217. https://doi.org/10.1080/13488678.2020.1759248

Atkinson, D. (1999). TESOL and culture, TESOL Quarterly, 33(4), pp. 625-654. https://doi.org/10.2307/3587880

Bhowmik, S. & Chaudhuri, A. 2022. Addressing CUlture in L2 Writing: Teaching Strategies for the EAP Classroom. Tesol Quarterly, 56(4). DOI: 10.1002/tesq.3172

Byram, M., Nichols, A. & Stevens, D. (2001). Developing Intercultural Competence in Practice. Clevedon: Multilingual Matters.

Byram, M. 2020. Teaching and Assessing Intercultural Communicative Competence: Revisited. Bristol: Multilingual Matters.

Chlopek, Z. (2008). The intercultural approach to EFL teaching and learning, English Teaching Forum, 4, pp.10-19.

Corbett, J. (2003). An Intercultural Approach to English Language Teaching. Clevedon: Multilingual Matters.

Corbett, J. (2022). An Intercultural Approach to English Language Teaching. 2nd ed. Bristol: Channel View Publications.

Cosby, M. (2014) The House on Mango Street Chapter 30: No Speak English, LitCharts. LitCharts LLC [Online] Available at: http://www.litcharts.com/lit/the-house-on-mango-street/chapter-30-no-speak-english (Accessed:22 January 2024).

Cushner, K. & Brislin, R.W. (1996). Intercultural Interactions: A Practical Guide (2nd ed.) London: Sage.

Dabou, S.P., Hammoudi, A., & Chibani, R. (2021). Teachers and Students’ Attitudes towards the Integration of the Target Culture in the English as a Foreign Language Class: A Case Study. International Journal of Linguistics, Literature, and Translation. 4(4), 253-266. DOI: 10.32996/ijllt.2021.4.4.28

Darong, H.C. & Menggo, S. (2021). Repositioning culture in teaching target language: local culture or target culture? Premise: Journal of English Education and Applied Linguistics, 10(2), 25-266. http://dx.doi.org/10.24127/pj.v10i2.4106

Dave Keir Team Resources. (2016). Learn English: Encounters Critical Incident Stories’ [PPT]. Available at http://www.polyeng.com/phil1/teaching-resources/dave-keir-team-resources.html (Accessed:22 January 2024).

Ellis, R. (2003) Task-based Language Learning and Teaching. Oxford: Oxford University Press.

Fay, R. (2007). Unit 5: Cultural Learning (Simulation). Language Education as Intercultural Practice [Course Handout]. University of Manchester.

Fay, R., Lytra, V. & Ntavaliagkou, M. (2010). Multicultural awareness through English: a potential contribution of TESOL in Greek schools. Intercultural Education, 21(5), pp. 579-593. https://doi.org/10.1080/14675986.2010.533038

Frank, J. (2013). Raising cultural awareness in the English language classroom, English Teaching Forum, 4(2), pp.2-11.

Gashi, L. (2021). Intercultural Awareness Through English Language Teaching: The Case of Kosovo. Interchange 52, 357–375. https://doi.org/10.1007/s10780-021-09441-5

Gómez Rodríguez, L.F. (2013). Enhancing intercultural competence through US multicultural literature in the EFL classroom, Folios, 38, pp. 95-109.

Gómez Rodríguez, L.F. (2015). Critical intercultural learning through topics of deep culture in an EFL classroom, Íkala, revista de lenguaje y cultura, 20(1), pp. 43-59. DOI: 10.17533/udea.ikala.v20n1a03

Gómez-Rodríguez, L. F. (2018). EFL Learners’ Intercultural Competence Development Through International News. GIST – Education and Learning Research Journal, (16), 185–208. https://doi.org/10.26817/16925777.431

Hofhuis, J., Schilderman, M.F., & Verdooren, A. (2020). Multicultural personality and effectiveness in an intercultural training simulation: The role of stress and pro-active communication. International Journal of Psychology, 55(5), 812-821. DOI: 10.1002/ijop.12647

Jenkins, J. (2004). The ABC of ELF… ‘ELF’, IATEFL Issues, 182(9).

Kachru, B.B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle.In Quirk, R. & Widdowson, H.G. (Eds.). English in the World: Teaching and Learning the Language and Literatures. Cambridge: Cambridge University Press, pp. 11-34.

Lingley, D. (2006). Apologies across cultures: An analysis of intercultural communication problems raised in the Ehime Maru incident, Asian EFL Journal, 8(1), pp.97-122.

McKay, S.L. (2002). Teaching English as an International Language. Oxford: Oxford University Press.

McKay, S. L. (2018). English As an International Language: What It Is and What It Means For Pedagogy. RELC Journal, 49(1), 9-23. https://doi.org/10.1177/0033688217738817

Morganna, R., Sumardi, S., & Tarjana, S.S. (2018). Teaching Culture: The Prevailing Stance of Indonesian EFL Teachers, International Journal of Multicultural and Mutireligious understanding, 5(4), 317-330. http://dx.doi.org/10.18415/ijmmu.v5i4.169

Novita, D. & Purwati, O. (2021). Incorporating culture and textbook adaptation practice for promoting intercultural competence in ELT: teacher’s perspectives. J.Eng.Educ.Society.6:, 96-104. doi:10.21070/jees.v6i1.1059

Olaya, A. & Gómez Rodríguez, L.F. (2013). Exploring EFL pre-service teachers’ experience with cultural content and intercultural communicative competence at three Colombian universities, Profile Issues in Teachers Professional Development, 15(2), pp. 49-67.

Purwani, T. .; Arvianti, I. (2020). Constructing Harmonization of Multicultural Society. SSLEJ, 5, 157-170. https://doi.org/10.15520/sslej.v5i06

Snigdha (2022). Developing Intercultural Communicative Competence in EFL Classroom through Intercultural Materials: Necessity and Incorporation. Khulna University Studies, Volume 19 (2):1-14. DOI: https://doi.org/10.53808/KUS.2022.19.02.2203-ah

Tajeddin, z. & Pakzadian, M. (2020). Representation of inner, outer and expanding circle varieties and cultures in global ELT textbooks. Asian Journal of Second Foreign Language Education, 5(10). https://doi.org/10.1186/s40862-020-00089-9

Wiggins, B.E. (2011). Toward a model for intercultural communication and simulations, Simulation & Gaming, 43(4), pp. 550-572. https://doi.org/10.1177/1046878111414486

Willis, J. (2021). A Framework for Task-based Learning. Intrinsic Books Ltd.

Downloads

Published

2024-01-29

How to Cite

Avifah, I., & Sari, N. L. L. (2024). Teaching Deep Culture to Develop Intercultural Communicative Competence (ICC) for EFL Pre-service Teachers. EDUTREND: Journal of Emerging Issues and Trends in Education, 1(1), 28–38. https://doi.org/10.59110/edutrend.306
| Abstract views: 267 / PDF downloads: 189