This book examines the concept of interculturality in English Language Teaching (ELT), using examples from diverse international and educational settings to demonstrate different approaches. Increased contact between multilingual speakers from different cultural backgrounds means that linguistic and intercultural competence must be taught hand in hand, and the approaches featured here will: encourage learners to develop intercultural sensitivity and a critical intercultural attitude; mitigate the limitations of textbooks and extend the learning to global issues, intercultural citizenship, and media literacy; show the potential of telecollaboration and popular culture as pedagogical resources; and demonstrate the value of interculturality in English as lingua franca situations and English for Academic Purposes. The chapters feature empirical studies from around the world, and include questions for reflection and recommended reading so that readers can engage more closely with key concepts, compare and adapt the practices most relevant to them. This book contributes to the literature on (inter)cultural pedagogy, English as a lingua franca, language pedagogy, and teacher professional development, and will be an invaluable tool for English language teachers, teacher trainers and educators seeking to enrich their practice. It will also be of interest to students and scholars of Applied Linguistics, especially language education.
Chapter 1: Interculturality and the English Language Classroom.- SECTION
1: TEACHERS VOICES: EXPLORING WAYS TO RESEARCH INTERCULTURALITY IN ELT.-
Chapter 2: A Cultural Studies Approach to Interculturality in ELT.
Chapter
3: ELT and Interculturality: Approaching such a (dis)connection through the
Voices of future Brazilian Teachers of English.
Chapter 4: Interculturality
and Professional Identity: Exploring the Potential of Telecollaboration in
Foreign Language Teacher Education.- SECTION 2: INTEGRATING INTERCULTURALITY
IN ELT TEXTBOOKS.
Chapter 5: Teaching Global issues for Intercultural
Citizenship in a Tunisian EFL Textbook: Skills for Life.
Chapter 6:
Intercultural Competence in the Curriculum and in Textbooks which Lessons
can be Learnt from EFL Textbooks in Norwegian Schools?.
Chapter 7:
Cultivating Critical Interculturality in Adult ESOL.- SECTION 3 THE ROLE OF
ENGLISH IN LEARNING AND TEACHING OF INTERCULTURALITY.
Chapter 8: The
Intercultural and English as a Lingua Franca in International Higher
Education: Expectations, Realities, and Implications for English Language
Teaching.
Chapter 9: Moving from Cultural Ethnocentrism to Enthnorelativism
through the Affordance of English Language Learning Experience.
Chapter 10:
Using Interculturality to increase the value of ELT in Academic Contexts.-
Chapter 11: Conclusion: Interculturality and the English Language Classroom:
Intercultural Approaches and Moving Forward.
Mabel Victoria is a Lecturer at Edinburgh Napier University, UK. Her research interests are interdisciplinary from latrinalia to linguistic landscapes to dark tourism, to classroom humour, to intercultural communication and English as a lingua franca. She has published in international journals like The ELT Journal, The Language Learning Journal and Globalisation, Societies and Education.
Chittima Sangiamchit is a Lecturer at University of the Thai Chamber of Commerce, Bangkok, Thailand. She has published and presented internationally on English as a Lingua Franca (ELF), online intercultural communication, English language teaching and English as a medium of instruction. Her recent work involves transcultural communication in a social network community.
