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Lookup NU author(s): Professor Tony Young
Abstract The centrality ‘culture learning’ and ‘intercultural communication’ are currently being foregrounded by many language education theoreticians. While the problems associated with teaching culture in language teaching programmes have been widely recognised, models of Intercultural Communicative Competence (ICC) has been proposed as a way forward (e.g Byram, 1997, 2006; Council of Europe, 2001; Risager, 2007; Young, Sachdev & Seedhouse, 2009). Little previous research has, however, addressed the beliefs, and practices of language teachers related to cultural contact in general, and models of ICC in particular. This exploratory study investigated the extent to which teachers believed that ICC is a valid and useful framework. The beliefs and practices of 105 experienced English as a Foreign Language (EFL) teachers in three locations (in the UK, USA and France) were investigated, in a survey, and in follow-up focus group interviews. Some indicative findings: · Consistent patterns of beliefs about the nature and importance of culture and intercultural interaction in language learning classrooms · A general acceptance of an ICC approach to culture on language learning programmes, but a relatively low infiltration of ICC in terms of negotiated course aims and actual class content · A strong sense in all locations of the dangers of cultural stereotyping and the ‘essentialising’ of culture, but of cultural stereotypes forming a consistent and highly salient part of teachers’ beliefs about learners and learning. Such beliefs seem to be stronger among more experienced teachers, and among teachers with greater contact with learners of particular nationalities. These findings and others, and their implications for language learning and language teacher education will be discussed. Biodata Dr Tony Young (PhD MA DELTA) has over 20 years experience as a teacher, manager, teacher educator and researcher in the fields of intercultural communication and language education. He has worked in the UK, Spain, Italy and Malaysia, and has been invited to lecture or lead workshops on aspects of intercultural communication in Hong Kong, Macau, the USA, France, Germany and Indonesia. He has published frequently, and his research interests currently focus on worldwide applications of models of intercultural competence to language learning curricula, and on professional communicative effectiveness. He is the Director of postgraduate programmes in Cross Cultural Communication at Newcastle University in the UK, where he also teaches and supervises doctoral research into aspcts of the social psychology of communication.
Author(s): Young TJ
Publication type: Conference Proceedings (inc. Abstract)
Publication status: Published
Conference Name: World Languages and North East Languages: Convergence, Enrichment, or Death?
Year of Conference: 2009
Date deposited: 12/04/2011
