From cultural awareness to intercultural awareness: culture in ELT
From cultural awareness to intercultural awareness: culture in ELT
Cultural awareness (CA) has emerged over the last few decades as a significant part of conceptualizing the cultural dimension to language teaching. That is, L2 users need to understand L2 communication as a cultural process and to be aware of their own culturally based communicative behaviour and that of others. However, while CA has provided a vital base of knowledge in relation to the cultural aspects of language use and teaching, it is still rooted in a national conception of culture and language. This is problematic given that English is now used as a global lingua franca. Intercultural awareness (ICA) is presented here as an alternative ‘non-essentialist’ view of culture and language that better accounts for the fluid and dynamic relationship between them. Key components of ICA are discussed along with their relevance to ELT practices and suggestions as to how they can be translated into classroom pedagogy
62-70
Baker, Will
9f1b758c-e6e0-43ca-b7bf-a0d5e1387d10
6 January 2012
Baker, Will
9f1b758c-e6e0-43ca-b7bf-a0d5e1387d10
Baker, Will
(2012)
From cultural awareness to intercultural awareness: culture in ELT.
ELT Journal, 66 (1), .
(doi:10.1093/elt/ccr017).
Abstract
Cultural awareness (CA) has emerged over the last few decades as a significant part of conceptualizing the cultural dimension to language teaching. That is, L2 users need to understand L2 communication as a cultural process and to be aware of their own culturally based communicative behaviour and that of others. However, while CA has provided a vital base of knowledge in relation to the cultural aspects of language use and teaching, it is still rooted in a national conception of culture and language. This is problematic given that English is now used as a global lingua franca. Intercultural awareness (ICA) is presented here as an alternative ‘non-essentialist’ view of culture and language that better accounts for the fluid and dynamic relationship between them. Key components of ICA are discussed along with their relevance to ELT practices and suggestions as to how they can be translated into classroom pedagogy
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Published date: 6 January 2012
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Local EPrints ID: 183703
URI: http://eprints.soton.ac.uk/id/eprint/183703
ISSN: 0951-0893
PURE UUID: 21cc77d2-7d69-413b-b8aa-a98001136a88
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Date deposited: 04 May 2011 08:59
Last modified: 15 Mar 2024 03:29
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