Intercultural Language Education in an EFL Context: Policymakers’ Beliefs, Knowledge, and Planning | ||
| جستارهای زبانی | ||
| Article 2, Volume 15, Issue 1 - Serial Number 79, 1403, Pages 1-31 PDF (753.25 K) | ||
| Document Type: مقالات علمی پژوهشی | ||
| DOI: 10.48311/LRR.15.1.1 | ||
| Authors | ||
| Zia Tajeddin* 1; Zari Saeedi2; Neda Khanlarzadeh3 | ||
| 1Professor of Applied Linguistics, Department of English Language Teaching, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran | ||
| 2Associate Professor of Applied Linguistics, Allameh Tabataba’i University, Tehran, Iran | ||
| 3PhD Candidate in Applied Linguistics at Allameh Tabataba'i University, Tehran, Iran | ||
| Abstract | ||
| Although intercultural communicative competence (ICC) has been foregrounded in L2 pedagogy, the status of intercultural pedagogy in the context of English as a foreign language (EFL) education in terms of policymaking and planning stages has remained under-represented. Against this backdrop, the present study used interviews as a data source to explore the intercultural beliefs, knowledge, and planning of language institute managers and supervisors as micro-level policymakers. The findings revealed that, in general, participants were in favor of intercultural pedagogy and held positive views; yet, they lacked sufficient knowledge and neglected ICC in most aspects of their educational decisions and planning. In addition, their preference for considering learners’ L1 culture and the existence of restrictive macro-level language policies were among the factors that hindered intercultural practice. Overall, the findings can enhance our understanding of ICC practice in language institutes and policymaking for ICC pedagogy. | ||
| Keywords | ||
| intercultural communicative competence (ICC); intercultural language teaching; language teaching policies; micro-level policymakers | ||
| References | ||
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