Is intercultural communicative competence alredy in our EFL Teaching practice? The role of post-secondary teachers and textbooks
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Is intercultural communicative competence alredy in our EFL Teaching practice? The role of post-secondary teachers and textbooksAutoría
Tutor/Supervisor
Martí Arnándiz, OtiliaTutor/Supervisor; Universidad.Departamento
Universitat Jaume I. Departament d'EducacióFecha de publicación
2014Editor
Universitat Jaume IResumen
Since intercultural communicative competence (henceforth ICC) is the current
approach required in our growing multilingual and multicultural world, the new target
of foreign language education is training students ... [+]
Since intercultural communicative competence (henceforth ICC) is the current
approach required in our growing multilingual and multicultural world, the new target
of foreign language education is training students to become intercultural speakers or
mediators (Byram, 1997; Byram, Gribkova and Starkey, 2002; Byram, Nichols and
Stevens, 2001; Kramsch, 1998: 16-31). The present investigation aims at analysing
whether the two main sources of input in an English as a Foreign Language context
(teachers and textbooks) deal with intercultural communicative competence and to what
extent. Besides, we were also interested in the notion(s) that both experienced and
novice teachers hold regarding such competence.
We focused our research on a bilingual and increasingly multicultural area, that is,
the province of Castelló. On the one hand, a questionnaire was addressed to current and
future teachers working and living in this Valencian province. On the other hand, a
corpus of textbooks was analysed made up of the materials used for the second year of
Bachillerato in all the public highschools located in that area.
With respect to teachers, the findings showed that although they include ICC in their
teaching practice, this component is not fully developed according to Byram’s (1997),
Byram, Gribkova and Starkey (2002) and Sercu et al.’s (2005) criteria. Nevertheless, we
found that these professionals’ notion of the concept is sufficiently broad and their
willingness to adopt such approach is total in spite of not having been trained on
intercultural matters. Turning to textbooks, similar results were found. In fact, the
majority incorporate activities for the development of ICC but this was not dealt with in
a comprehensive way.
The main conclusion from this research is that although teachers and textbooks are
moving towards the teaching of ICC, this is not entirely promoted yet in terms of the
development of skills and attitudes. As a result, foreign language learners cannot be
fully prepared to face intercultural situations. [-]
Palabras clave / Materias
Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes | Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas | Master's Degree in Secondary Education, Vocational Training and Language Teaching
Descripción
Treball Final del Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi: SAP419. Curs acadèmic 2013-2014
Tipo de documento
info:eu-repo/semantics/masterThesisDerechos de acceso
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