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Interculturality in the Language Class – Teachers’ Intercultural Practices in Ecuador

Interculturality in the Language Class – Teachers’ Intercultural Practices in Ecuador The purpose of this study is to identify how Ecuadorian university teachers of English as a foreign language (EFL) tackle intercultural teaching practice in their classrooms. To this end, we studied the reported intercultural practices of 68 EFL university teachers from Ecuadorian Region 4. Quantitative data drawn from a questionnaire were analysed through descriptive statistics. The results suggest that the activities put into practice emphasize the development of intercultural attitudes rather than knowledge or skills. Furthermore, the data indicate that these teachers often focus on the culture of certain English-speaking countries, but they do not pay sufficient attention to other foreign cultures and give little importance to the students’ local culture, and to the comparison between cultures. In conclusion, these teachers’ reported practices suggest they would benefit from using strategies to introduce and discuss interculturality in their lessons, to raise intercultural awareness and to help their students develop the appropriate skills to deal with intercultural encounters. Indications are provided in this respect. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png RELC Journal: A Journal of Language Teaching and Research SAGE

Interculturality in the Language Class – Teachers’ Intercultural Practices in Ecuador

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Publisher
SAGE
Copyright
© The Author(s) 2018
ISSN
0033-6882
eISSN
1745-526X
DOI
10.1177/0033688218755847
Publisher site
See Article on Publisher Site

Abstract

The purpose of this study is to identify how Ecuadorian university teachers of English as a foreign language (EFL) tackle intercultural teaching practice in their classrooms. To this end, we studied the reported intercultural practices of 68 EFL university teachers from Ecuadorian Region 4. Quantitative data drawn from a questionnaire were analysed through descriptive statistics. The results suggest that the activities put into practice emphasize the development of intercultural attitudes rather than knowledge or skills. Furthermore, the data indicate that these teachers often focus on the culture of certain English-speaking countries, but they do not pay sufficient attention to other foreign cultures and give little importance to the students’ local culture, and to the comparison between cultures. In conclusion, these teachers’ reported practices suggest they would benefit from using strategies to introduce and discuss interculturality in their lessons, to raise intercultural awareness and to help their students develop the appropriate skills to deal with intercultural encounters. Indications are provided in this respect.

Journal

RELC Journal: A Journal of Language Teaching and ResearchSAGE

Published: Apr 1, 2019

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