International Perspectives on Intercultural Learning in English Language Teaching

This edited book aims to shed light on how language teachers working in diverse international contexts incorporate intercultural learning into English Language Teaching (ELT), focusing in particular on how teachers navigate the tension between theoretical/ideological concerns in their national context and the realities of their language classrooms. It foregrounds the ways that teachers make sense of intercultural concepts and exercise agency to create contextually appropriate innovations. It also addresses the role of intercultural learning in English language teacher education, highlighting critical issues and innovative approaches to empowering teachers in different countries. It will be of interest to pre-service and in-service language teachers, teacher trainers, advanced students (Master's and PhD), and researchers in the field of (English) language education and intercultural education.

Focuses on the interface between theoretical and ideological concerns and the reality of teaching practices Foregrounds the ways that teachers make sense of notions such as 'intercultural understanding' and 'intercultural competence' Presents nuanced and context-sensitive accounts of the challenges and successes experienced by students and teachers

Autorentext

Troy McConachy is Senior Lecturer in TESOL Education at the University of New South Wales, Australia.

Inhalt

Chapter 1. Introduction (Troy McConachy).- Chapter 2. Reframing intercultural understanding within a decolonial perspective: Addressing challenges faced by indigenous students in Colombian universities (José Aldemar Alvarez Valencia and Andrés Valencia).- Chapter 3. Exploring the role of interculturality in the Englishisation of Spanish higher education (Marta Aguilar-Pérez and Elisabet Arnó-Macià).- Chapter 4. Developing intercultural perspectives using creative arts-based methods in a medieval English literature course in higher education: An Argentinian case with language undergraduates (Melina Porto and Susana Company).- Chapter 5. Enhancing critical intercultural understanding in Japan: Telecollaboration and an arts-based approach to social activism (Noriko Ishihara).- Chapter 6. Critically engaging with cultural and ethnic stereotypes in an Algerian EFL classroom (Abir Drissat and Troy McConachy).- Chapter 7. Negotiating ideologies and identities in teaching for intercultural understanding in Saudi ELT (Tariq Elyas).- Chapter 8. English Language Learners' intercultural citizenship development from an ELF-awareness perspective: Starting from Materials (Yasemin Bayyurt, ebnem Yalçn and Benan Alahdab) Chapter 9. Promoting intercultural understanding in EFL teacher education in Iran: Engaging with materials through a semiotic lens (Ali Derakhshan and Mostafa Mehdizadeh).- Chapter 10. Supporting teachers to promote intercultural learning in tertiary EFL classrooms in Vietnam (Thi Phuong Thao Tran and Jonathan Newton).- Chapter 11. Teachers' identity development from an intercultural citizenship perspective: Voices from ELT practitioners in China (Fan (Gabriel) Fang).- Chapter 12. Conclusion (Troy McConachy).