Translating Intercultural Experiences into Pedagogic Insights: Shifts in Language Teachers' Perceptions of English as a Language for Intercultural Communication

Autor/inn/en	Chen, Yipei; McConachy, Troy
Titel	Translating Intercultural Experiences into Pedagogic Insights: Shifts in Language Teachers' Perceptions of English as a Language for Intercultural Communication
Quelle	In: Language Awareness, 31 (2022) 4, S.431-449 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Yipei) ORCID (McConachy, Troy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2021.1919688
Schlagwörter	Intercultural Communication; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Education Programs; Masters Programs; Foreign Countries; Teacher Attitudes; Language Attitudes; Language Role; Attitude Change; Language Variation; Cultural Awareness; Teaching Methods; Cultural Pluralism; Metalinguistics; Study Abroad; Learning Experience; Inservice Teacher Education; United Kingdom + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Magister course; Magisterstudiengang; Ausland; Lehrerverhalten; Sprachverhalten; Attitudinal change; Einstellungsänderung; Sprachenvielfalt; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Kulturpluralismus; Metalanguage; Metasprache; Studies abroad; Auslandsstudium; Lernerfahrung; Lehrerfortbildung; Großbritannien
Abstract	These days, many pre-service and in-service language English language teachers now complete at least part of their professional training overseas. There is, thus, an important question concerning the impact of intercultural encounters on teachers' perspectives towards the English language and the teaching of English. This paper reports on a study of how a small group of in-service teachers interpreted their experiences of intercultural communication in the UK whilst completing an MA TESOL degree, illuminating the nature of teachers' perceptions of language and culture and how teachers translated insights derived from reflection on experience into pedagogic insights for the teaching of English as a global language. The findings reveal that participants' views shifted away from highly normative conceptions of English language use as they recognised the variability and fluidity of communication in real-life intercultural encounters. Based on critical moments in their communication experiences, teachers articulate the importance of broadening their own learners' perspectives on diversity within the English language and helping them develop cognitive and attitudinal tools to interact appropriately with diverse others. The paper contributes to understanding of the facilitative potential of teachers' reflections on their own experiences of linguistic and cultural diversity in coming to formulate pedagogical ideals and concrete methodological possibilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01