Interculturality and the English Language Classroom

Preface
Acknowledgements
Contents
Notes on Contributors
List of Figures
List of Tables
1 Introduction: Interculturality and the English Language Classroom
	Introduction
	English Language Teaching and Culture
		Essentialism and Non-essentialism
		Neo-essentialism
	Defining Interculturality
	What the Volume Is About?
	Structure of This Volume
	References
Part I Teacher’s Voices: Exploring Ways to Research Interculturality in ELT
2 A Cultural Studies Approach to Interculturality in ELT
	Introduction
	Teacher Perceptions and Practices of Interculturality
	A Cultural Studies Approach to Interculturality
	Teacher Education: Module in Intercultural Competence
	A Cultural Studies Case: An Open Letter on Facebook
	Principles for Intercultural Language Learning
		Noticing
		Comparing
		Reflecting
		Interacting
	Exam Synopsis: A Cultural Studies Approach to Work with Representation and Gender in the EFL Classroom
	Teaching Interculturality in ELT
	Implications for Teacher Education
	Conclusion: A Cultural Studies Approach to Interculturality and Language Learning and Teaching
	Recommended Texts
	Engagement Priorities
	References
3 ELT and Interculturality: Approaching Such a (Dis)Connection Through the Voices of Future Brazilian Teachers of English
	Introduction
	The ELT Scenario in Brazil
	The Culture(s) of a Global Language
	Interculturality and ELT
	ELT and Interculturality: The Voice of Brazilian Teachers
	Concluding Remarks
	Recommended Texts
	Engagement Priorities
	References
4 Interculturality and Professional Identity: Exploring the Potential of Telecollaboration in Foreign Language Teacher Education
	Introduction
	Theoretical Background
		Professional Teacher Identity and Teacher Education
		Telecollaboration and Teacher Education
		The Significance of Interculturality/Diversity in Teacher Education
	Research Methodology
		Research Objectives
		Participant Profiles and Context
		Instruments
	Results
	Discussion and Practical Implications
		Telecollaboration and intercutural communicative competence
		Student Teachers’ International Experience
		Maximizing the Benefits of Telecollaboration
	Conclusions
	Recommended Texts
	Engagement Priorities
	Further Research
	References
Part II Integrating Interculturality in ELT Textbooks
5 Teaching Global Issues for Intercultural Citizenship in a Tunisian EFL Textbook: “Skills for Life”
	Introduction
	Interculturality and Intercultural Citizenship
	Intercultural Citizenship in Foreign Language Education
	Intercultural Citizenship Education in Textbooks
	Intercultural Citizenship in a Tunisian EFL Textbook: “Skills for Life”
		Textbook Content
		Textbook Activities
	Conclusion
	Recommendations
	Recommended Texts
	Engagement Priorities
	References
6 Intercultural Competence in the Curriculum and in Textbooks—Which Lessons Can Be Learnt from EFL Textbooks in Norwegian Schools?
	Introduction
	Background
		The Norwegian Education System
		Intercultural Competence and Textbook Representations of Cultures
		Intercultural Competence in the Norwegian EFL Curriculum
	Intercultural Competence in Norwegian EFL Textbooks
		Methodology
		Analysis of Extracts from EFL Textbooks
	Discussion
		What Can Be Learnt from the Norwegian Example?
	Engagement Priorities
	Recommended Texts
	Appendix 1
	Bibliography
7 Cultivating Critical Interculturality in Adult ESOL
	Introduction
	Theoretical Background
	Interculturality in ELT
	Critical Pedagogy and Critical Interculturality
	The Decolonial Turn
	Justice-Oriented Citizenship
	Defining Critical Interculturality for Adult ESOL
	Culture in Adult ESOL Materials
	Representations of U.S. Culture
	Representations of the Immigrant Experience
	Treatment of Criticality
	Taking Action
	Establishing a Baseline
	Towards a Critical-Intercultural Stance in Adult ESOL
		Why This Shift?
	What Does This Shift Look like?
	Cultivating Critical Interculturality in the Adult ESOL Classroom
		Modelling Criticality
		Selecting Examples
		Co-Constructing Knowledge
		Decentering Systemic Monoculturalism
		Create an Explicitly Dialogic Community
	Conclusion
	Recommended Texts
	Engagement Priorities
	References
Part III The Role of English in the Learning and Teaching of Interculturality
8 The ‘Intercultural’ and English as a Lingua Franca in International Higher Education: Expectations, Realities and Implications for English Language Teaching
	Introduction
	The ‘Intercultural’
	The ‘Intercultural’ and the English Language: Language, Culture and English as a Lingua Franca (ELF)
	The ‘Intercultural’ and ‘Interculturality’ in IHE in Thailand and Malaysia: Multiplicity of Nationality, Language and Identity
	Nationality and Identity as Multiple Resources in Interculturality
	The English Language and Identity: Beyond National Cultural Framework
	English and Interculturality in IHE: A Lingua Franca or a Cultural Franca
	Expectations and Realities of ELF and Interculturalities in IHE: Pedagogical Practices and Implications for ELT
	Conclusion
	Engagement Priorities
	Recommended Texts
	References
9 Moving from Cultural Ethnocentrism to Enthnorelativism Through the Affordance of English Language Learning Experience
	Introduction
	Intercultural Competence and Ethnocentrism
	The Study Method for Measuring University Students’ Ethnocentrism
	Effect of Language Education on Students’ Ethnocentrism and Ethnorelativism
	Implications for Intercultural Pedagogy
	Conclusion
	Engagement Priorities
	Recommended Texts
	References
10 Using ‘Interculturality’ to Increase the Value of ELT in Academic Contexts
	Introduction
	One: Current ELT Approaches to EAP Are Grounded in Key Linguistics Theories
	Two: Students Often Require Media That Necessitate Knowledge and Usage of Non-Text Based Visual or Mathematical Language
	Three: Using ‘Interculturality’, and in Particular, Deardorff’s Pyramid Model of Intercultural Competence, EAP Teachers Can Learn from Lecturers and Students When the Different Approaches Are Needed by Students
	Conclusion
	Recommended Texts
	Engagement Priorities
	References
11 Conclusion: Interculturality and the English Language Classroom—Intercultural Approaches and Moving Forward
	Major Challenges and Practical Approaches in Integrating Interculturality in English Language Teaching
	Future Direction of Interculturality in the English Language Classroom
	Conclusion and Moving Forward
	References
Index