Teachers’ perception of the concept of intercultural competence in teaching English


Autoria(s): Anna, Israelsson
Data(s)

2016

Resumo

Intercultural competence (IC) as an essential part of conceptualization of the cultural dimension in FLT has been promoted by educationalists as the most preferred type of competence. One of the challenges of incorporating IC into FLT is to move from the recognition of IC as a model of teaching (Byram, Nichols and Stevens, 2001) to the development of practical applications. This can be due to the fact that teachers do not have sufficient knowledge of the theory behind the concept and consequently, have difficulties to implement the curriculum requirements with regards to IC into their teaching. The purpose of this study was to investigate how teachers of English in upper secondary schools in Sweden interpret the concept of IC and, accordingly, what is their view of culture in English language teaching. In order to answer the research question, I used an exploratory investigation by adopting a qualitative research method in form of semi-structured interviews. The results are similar to the previous studies (Lundgren, 2002; Larzén, 2005) and suggest that teachers lack theoretical background and central guidance with regards to IC and do not always integrate language and culture into an intercultural model of the English language pedagogy.

Formato

application/pdf

Identificador

http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131353

Idioma(s)

eng

Publicador

Stockholms universitet, Engelska institutionen

Direitos

info:eu-repo/semantics/openAccess

Palavras-Chave #Intercultural competence #culture #English Language Teaching #Byram’s savoirs #teacher cognition.
Tipo

Student thesis

info:eu-repo/semantics/bachelorThesis

text