Transforming Cultural Conflict in the Foreign Language Classroom: The Case of Arabic at Defense Language Institute

Autor/inn/en	Barrett, Tyler; Trosky, Abram; Tawadrous, Adel
Titel	Transforming Cultural Conflict in the Foreign Language Classroom: The Case of Arabic at Defense Language Institute
Quelle	In: Pedagogy, Culture and Society, 26 (2018) 1, S.123-139 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2017.1363809
Schlagwörter	Culture Conflict; Cultural Differences; Second Language Learning; Second Language Instruction; Semitic Languages; Language Teachers; Communication Strategies; Teacher Student Relationship; Discourse Analysis; Student Attitudes; Teacher Attitudes; Native Speakers; Teacher Role; College Faculty; Educational Philosophy; Arabs; Islamic Culture; Nonverbal Communication; Surveys; Qualitative Research; California + Suchen Sie Ihr Suchwort? Kulturkonflikt; Kultureller Unterschied; Zweitsprachenerwerb; Fremdsprachenunterricht; Arabisch; Hebräisch; Language teacher; Sprachunterricht; Kommunikationsstrategie; Teacher student relationships; Lehrer-Schüler-Beziehung; Diskursanalyse; Schülerverhalten; Lehrerverhalten; Muttersprachler; Lehrerrolle; Fakultät; Bildungsphilosophie; Erziehungsphilosophie; Arab; Araber; Islam; Kultur; Non-verbal communication; Nonverbale Kommunikation; Survey; Umfrage; Befragung; Qualitative Forschung; Kalifornien
Abstract	This paper considers the impact of global and national political polarisation on perspectives of instructors and learners in Arabic classrooms at Defense Language Institute Foreign Language Center (DLIFLC) in the United States with particular interest in understanding cultural conflicts that occur between instructors and learners. Instructors and learners at DLIFLC responded to a survey, the qualitative data from which are analysed using discourse analysis, research in intercultural communication, and theories of pedagogy. The analysis indicates that while cultural conflict is part of the language-learning experience, there are communicative strategies to turn moments of discord into assets which often involve the ancillary role of non-native speaking instructors who assist in preventing and mediating conflict between native-speaking instructors and students. The paper begins with a brief literature review that informs our theoretical framework, and a description of the study, followed by an analysis of the data it generated and discussion of their implications for DLIFLC and similarly-situated classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01