Developing TESOL Teacher Intercultural Identity: An Intercultural Communication Competence Approach

Autor/in	Yang, Ping
Titel	Developing TESOL Teacher Intercultural Identity: An Intercultural Communication Competence Approach
Quelle	In: TESOL Journal, 9 (2018) 3, S.525-541 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.356
Schlagwörter	Intercultural Communication; English (Second Language); Second Language Learning; Second Language Instruction; Self Concept; Cultural Pluralism; Cultural Context; Communicative Competence (Languages); Language Teachers; Nonverbal Communication; Teacher Student Relationship; Refugees; Pedagogical Content Knowledge; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Selbstkonzept; Kulturpluralismus; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Language teacher; Sprachunterricht; Non-verbal communication; Nonverbale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Flüchtling; Pädagogische Kompetenz; Ausland; Australien
Abstract	This article conceptually examines TESOL teacher intercultural identity development in the Australian multicultural context. Using intercultural communication competence theory, the author discusses how TESOL teacher intercultural identity is developed and transformed in action and across languages and cultures. The in-progress formation of TESOL teacher intercultural identity is discussed from three perspectives. First, TESOL teachers must have second language knowledge and demonstrate ability to manage intercultural verbal communicative skills and styles. Second, they need to have more than one set of body languages and demonstrate ability to manage intercultural nonverbal communicative style and sensitivity. Third, they are engaged in social co-construction of intercultural identity through teacher-stakeholder interaction, having positive impact on themselves and on their students, particularly those with a refugee background. The author also proposes three strategies for TESOL teacher intercultural identity development and points out the future research on its potential contributing and/or interfering factors. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01