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Translating intercultural experiences into pedagogic insights : shifts in language teachers' perceptions of English as a language for intercultural communication
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Chen, Yipei and McConachy, Troy (2021) Translating intercultural experiences into pedagogic insights : shifts in language teachers' perceptions of English as a language for intercultural communication. Language Awareness . doi:10.1080/09658416.2021.1919688 (In Press)
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WRAP-Translating-intercultural-pedagogic-shifts-language-teachers-English-language-2021.pdf - Accepted Version Embargoed item. Restricted access to Repository staff only until 24 February 2023. Contact author directly, specifying your specific needs. - Requires a PDF viewer. Download (1238Kb) |
Official URL: https://doi.org/10.1080/09658416.2021.1919688
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.
| Item Type: | Journal Article | ||||||
|---|---|---|---|---|---|---|---|
| Divisions: | Faculty of Social Sciences > Centre for Applied Linguistics | ||||||
| Journal or Publication Title: | Language Awareness | ||||||
| Publisher: | Routledge | ||||||
| ISSN: | 0965-8416 | ||||||
| Official Date: | 24 August 2021 | ||||||
| Dates: |
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| DOI: | 10.1080/09658416.2021.1919688 | ||||||
| Status: | Peer Reviewed | ||||||
| Publication Status: | In Press | ||||||
| Publisher Statement: | “This is an Accepted Manuscript of an article published by Taylor & Francis in Language Awareness on 24/08/2021, available online: http://www.tandfonline.com/10.1080/09658416.2021.1919688 | ||||||
| Access rights to Published version: | Restricted or Subscription Access | ||||||
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