Intercultural Language Teaching and Learning: Teachers’ Perspectives and Practices
Abstract
Thanks to technological advances, migration, and globalization, English has become the language of internationalization. Therefore, many schools prioritized learning English to ensure and sustain international communication. However, in order to communicate well with individuals all around the world, bestowing English language learners with intercultural competence is also required in the teaching and learning of English. In Türkiye, one of the countries that host many immigrants, the experiences of foreign language teachers regarding intercultural issues might provide many insights into intercultural language learning and teaching. Therefore, this study aimed to expose EFL state schoolteachers’ perceptions and practices regarding intercultural language teaching and having foreign students in their classrooms. The methods that teachers adopted to promote intercultural competence in their classes were also explored. The semi-structured interviews were carried out with 30 English language teachers in middle and high schools in Türkiye. For data analysis, the computer program MAXQDA was benefited to categorize the codes and reveal the common themes. The findings revealed certain teacher practices that might contribute to students’ intercultural competence development and challenges experienced during that process. It can be concluded that teachers are in need of professional guidance and resources to further develop their learners’ intercultural competence.
Keywords
intercultural competence, multicultural classrooms, immigrant learners
Supporting Institution
TUBITAK
Thanks
This study is a revised and enhanced version of a part of the first author’s Ph.D. thesis completed under the supervision of the second author. This work was supported financially by The Scientific and Technological Research Council of Turkey (TUBITAK) since the first author was a bursar of this institute during her Ph.D. program. We would like to thank Prof. Dr. Çiler Hatipoğlu and Asst. Prof. Dr. Tijen Akşit for their invaluable feedback and support during the conduct of the study.
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