Language and Culture Pedagogy: From a National to a Transnational Paradigm
Abstract
How can we envisage a new language and culture pedagogy that breaks with the tradition of viewing language as part of a closed national universe of culture, history, people and mentality, and begins to see itself as a field operating in a complex and dynamic world characterised by transnational flows of people, commodities and ideas? Initially, to understand the field and its current challenges, we must understand its history, and the first part of this book contains a critical analysis of the history of the international field of culture teaching - the first historical treatment of this field ever written. The next part of the book focuses on how we can build a framework for a new transnational language and culture pedagogy that aims at the education of world citizens whose intercultural competence includes critical multilingual and multicultural awareness in a global perspective.
... Using a chronological format, many writers trace the evolution of cultural representation in second language instruction. Using Risager's (2007) taxonomy of cultural pedagogy as a guide, the following is a chronology of cultural representation in language instruction that pertains to the current study: The study of culture from the 1880s until the 1960s Pop culture education in the '70s. ...
... Crawford-Lange and Lange proposed a theme-and-problem oriented language program focusing on cultural themes (Risager, 2007) Integration of culture with intercultural communication Louise Damen emphasized culture teaching as part of intercultural communication in "Culture Learning: The Fifth Dimension in the Language Classroom" (Risager, 2007) A more pragmatic and student-focused approach emerged in the 1980s, as seen by the theme-and-problem-oriented model developed by Crawford-Lange and Lange. It is in line with the idea that culture and language instruction should be integrated. ...
... Crawford-Lange and Lange proposed a theme-and-problem oriented language program focusing on cultural themes (Risager, 2007) Integration of culture with intercultural communication Louise Damen emphasized culture teaching as part of intercultural communication in "Culture Learning: The Fifth Dimension in the Language Classroom" (Risager, 2007) A more pragmatic and student-focused approach emerged in the 1980s, as seen by the theme-and-problem-oriented model developed by Crawford-Lange and Lange. It is in line with the idea that culture and language instruction should be integrated. ...
This study delves into the changing function of culture in English language teaching (ELT) approaches, tracking its development from the late 19th century to the current day. The research shows that students can greatly benefit from developing their intercultural competence and understanding through the incorporation of cultural elements into language classes. Recognizing culture as an integral component of language proficiency is being more and more highlighted in this paper through a critical examination of distinct historical phases, regional variations in culture pedagogy (e.g., USA and Europe), and contemporary trends. Furthermore, it stresses the significance of ongoing research and collaboration in developing culture pedagogy, which is crucial for keeping language education adaptable to the demands of varied students in an increasingly globalized society. By shedding light on regional differences and current tendencies that encourage intercultural understanding and diverse viewpoints, this study adds to our knowledge of the development and current state of culture pedagogy in ELT. The research highlights the importance of culture as a transformative force in creating ELT settings that are welcoming to all students and sensitive to their cultural backgrounds.
... This requires the recognition and respect of learners' cultural differences in order to avoid cultural imperialism, and in this respect it is American culture itself that is portrayed as a standard example to follow. Risager (2007) advocated a transnational standpoint in language teaching, representing several cultures and promoting a global understanding. ...
... It is the hope of the author of the present paper that this overview holds certain implications as to how the incorporation of cultural awareness into English language teaching can contribute to a better understanding of the environment language is embedded in and the world around us in general. This teaching approach promotes mutual respect and understanding and emphasizes the global nature of cultural exchange (Risager 2007). Language teachers worldwide should be informed about it, and given training in light of the above facts, and they should also be encouraged to exploit and employ the existing knowledge and experience for the potential benefit of future generations of learners of English. ...
This paper aims to show the relationship between culture and language. English is a global language spoken all over the world occupying a status incomparable to other languages, and culture is an integral part of ourselves, affecting all areas of our life in a profound way. Language, as the primary tool of human communication, is not an exception. Besides offering learners linguistic knowledge and potentially advanced language skills, it is inseparably interconnected with culture, whether it be through literature, media, popular culture, sports, only to mention a few areas. Representing cultures in education is inevitable in general, and in language teaching in particular. Integrating American culture in teaching English is vital for a number of reasons. It helps students understand cultural norms and social conventions, which can make their communication more effective and stimulating, promoting motivation and involvement in real life-like settings in the target language. Today, the depiction of cultural diversity, sensitivity, and awareness in education are probably more important than ever in human history, making the language learning journey a more realistic adventure. A holistic approach of incorporating cultural features into teaching practices may substantially promote a deeper level of language education and contribute to more accomplished learners who possess insights into cultural aspects beyond mastering English.
... In light of the above definitions, several ICC models (Baker, 2012;Byram, 1997;Byram, 2021;Campinha-Bacote, 2002;Deardorff, 2006;Fantini, 1997;Risager, 2007) (Table 1) have emerged in foreign language education, highlighting the significance of integrating ICC and promoting intercultural learning in the EFL classroom. Byram's ICC model (Byram, 1997;Byram, 2021), though, has undoubtedly gained prominence in foreign language teaching over the years, as it thoroughly elaborates on ICC and the skills needed by foreign language teachers to implement the intercultural dimension during the educational process (Petosi & Karras, 2020). ...
... On account of Byram's ICC model (Byram, 1997), Risager (2007) suggested an intercultural competence framework with a well-rounded perspective aiming to assess individuals' broad and specific competencies. Interestingly, she highlighted ten aspects that mainly focused on linguistic developments and competences: '(a) linguistic (languastructural) competence; (b) languacultural competences and resources: semantics and pragmatics; (c) languacultural competences and resources: poetics; (d) languacultural competences and resources: linguistic identity; (e) translation and interpretation; (f) interpreting texts (discourses); (g) use of ethnographic methods; transnational cooperation; (h) knowledge of the language as critical language awareness, also as a world citizen; (i) knowledge of culture and society and critical cultural awareness, also as a world citizen' (Risager, 2007, p. 227). ...
English foreign language (EFL) teachers’ intercultural communicative competence (ICC) is crucial for effective culturally responsive language learning and learners’ development of ICC. Therefore, assessing EFL teachers’ ICC should be prioritized in foreign language education to ensure better educational outcomes. This paper describes the development and validation of a self-report instrument to assess EFL teachers’ ICC incorporating the dimension of critical cultural awareness, which has rarely been addressed in existing ICC assessment instruments. Data were collected from EFL teachers (N = 284) in public primary schools in Greece. The exploratory factor analysis (EFA) with Varimax rotation identified three factors: (a) critical reflections on intercultural communicative language teaching, (b) intercultural sensitivity, and (c) critical cultural awareness. The three-factor model fitted the empirical data satisfactorily, possessing the following fit measure indices (NFI/GFI/ TLI/CFI > 0.90, RMSEA < 0.50), and very good overall reliability of the instrument, with Cronbach’s α of 0.924 and values higher than 0.86 in each dimension. Thus, the instrument possessed adequate validity, reliability, psychometric characteristics, andfactorial validity. The findings suggest that this scale, grounded in a robust theoretical framework, can effectively gauge the ICC of Greek EFL teachers, making it a powerful assessment tool for advancing educational evaluation in EFL education.
... Journal for Re Attach Therapy and Developmental Diversities eISSN: 2589-7799 2023 August; 6 (9s2): 1233-1249 https://jrtdd.com Chen and Starosta (1996, 1998, Byram (1997), Deardorff (2006), and Risager (2007 (2006), is a widely cited and influential theoretical framework. It emphasizes that intercultural competence is not a static trait but a dynamic process that can be developed and enhanced over time. ...
... This indicates a positive trend, with many participants expressing a level of cultural sensitivity and openness to diverse perspectives.12.The course content of this study abroad program in Thailand is consistent with the Thai language major or cultural knowledge I studied in China.These results suggest that there is no clear consensus among participants regarding the alignment of the study abroad program's course content with their prior learning in Thai language or cultural knowledge. It implies that there may be areas where the program could be improved to better meet the participants' expectations and needs.13.I believe that the teaching methods and activities used in classroom learning in Thai universities are helpful for me to learn Thai.These findings suggest that while most participants perceive the teaching methods and activities as beneficial, there is room for improvement to cater to the needs and preferences of all participants.19.I have gained a deeper understanding of Thai culture and social customs. ...
This thesis examines the learning status and cultural integration of Chinese Thai language major undergraduates during their initial month of study abroad in Thailand, focusing on students’ development of intercultural communication competence (ICC). Situated within the framework of China’s Belt and Road Initiative (BRI), the study addresses challenges encountered by Chinese Thai language major students while study abroad in Thailand and explores strategies to enhance ICC through innovative teaching or studying methods and intercultural exchange programs. Using a mixed-methods approach encompassing quantitative surveys and qualitative interviews, the investigation provides valuable insights into students’ challenges, extracurricular engagement, adaptations with local Thai environment, and their ICC. Language barriers, cultural differences, and practical issues necessitate targeted support mechanisms such as language training and cultural orientation programs. Integration of extracurricular activities and interactions with local students emerges as pivotal for facilitating language acquisition and cultural integration. Continuous support, including mentorship programs and self-reflection opportunities, is vital throughout students’ study abroad experience. Additionally, integrating intercultural competence development into the curriculum is emphasized for enhancing communication skills and cultural understanding. In general, this study adds to the existing literature on study abroad programs by emphasizing the significance of ICC in a globalized world. Practical implications are offered for educational institutions, policymakers, and program coordinators involved in study abroad initiatives, emphasizing language acquisition, cultural integration, and ICC. The study suggests exploration of diverse intercultural communication contexts and utilization of longitudinal designs and objective measures.
... In fact, their relevance for language teaching remained hotly debated. In the early years of the twenty-first century a considerable amount of research was dedicated to the pertinency of (inter)culturality when studying a foreign language (Byrnes, 2002;Lange & Paige, 2003;Risager, 2007). More recently, attending both to the spread of English as the world's lingua franca and technology-mediated interaction, the calls to address not only a perceived lack of sociocultural input in foreign language teaching, but also one that moves away from British and American standards became more popular throughout applied linguistics (Bayyurt & Dewey, 2020;Byram, 2014;Guerra, 2016;Kiczkowiak, 2019;Kramsch, 2013;Sifakis, 2014;Sifakis & Tsantila, 2019). ...
This paper examines English's linguistic imperialism and the resulting widespread use of the language among speakers of various linguistic backgrounds. It challenges the mistaken belief that native speakers (NS) are inherently better at speaking English simply due to their birthplace. Despite the growing number of non-native speakers (NNSs), English is still taught, learned, and marketed as if primarily used for communication with NSs, on account of being based on the concept of communicative competence and deeply rooted in native-speakerism. The paper argues that it is inappropriate to project this model to NNSs and advocates a redefinition of communicative competence, in favor of language proficiency and intelligibility. The purpose of this paper is to propose a new framework for assessing spoken mastery in social and pedagogical contexts, challenging traditional views on language ownership and teaching practices. The paper will explore the implications of this new approach and provide practical recommendations for practicing teachers.
... The definition «Languages spread across cultures, and cultures spread across languages» [13] must be understood in an internationalised and globalised context. Adopting a differential perspective on that concept, understood as a plurality of languages and cultural phenomena that emerge as individual realisations of language practice [14], Risager [15] reworked the concept of language and, consequently, of language and culture together. Language is conceived as a linguistic practice, i.e. a construction comprising the language system and the linguistic resources of individuals. ...
... Intercultural telecollaboration -defined as a collaborative project between people from different linguacultures 2 (the term introduced by Friedrich (1989) and thoroughly discussed by Risager 2006Risager , 2007 via the use of technology -has been known as an efficient pedagogical tool to teach languages and cultures for about three decades (see O'Dowd, 2018) and most recently has been widely used to develop intercultural competence and global citizenship (e.g. Byram et al., 2017;Godwin-Jones, 2019;O'Dowd, 2019;O'Dowd & Dooly, 2020;Porto et al., 2023 etc.). ...
... Hence, it is not surprising that the previous studies have yielded conflicting results. Alternatively, a transnational languaculture paradigm (Risager, 2007) has been introduced to emphasize a movement away from a native-speaker model, in which the native speaker is used as a representative standard of language and culture. In the transnational languaculture paradigm, language and culture transcend beyond the national boundaries. ...
The present study investigates the effectiveness of consciousness-raising approach in interpreting conversational implicature using audiovisual input. The study was conducted on 126 Saudi female students at the Department of English Language and Literature at Al-Imam Muhammad Ibn Saud Islamic University in Riyadh. The experimental group was deductively and inductively exposed to 12 video extracts on four types of conversational implicature (i.e., irony, indirect criticism, manner, and relevance) taken from the American sitcom Friends. The control group had no treatment and was instructed from the coursebook. Both groups were given a pre-test and a post-test to complete in the form of multiple-choice discourse completion test. Findings revealed the effectiveness of consciousness-raising approach in facilitating foreign language learners’ interpretation of conversational implicature types. In addition, a significant improvement was recorded in the experimental groups’ performance in analyzing pragmalinguistic and sociopragmatic features, which indicates the effectiveness of focused attention directed to these features in context. However, the non-significant improvement recorded in the experimental group’s performance in analyzing metapragmatic features implies that focused attention is not necessary in interpreting all pragmatic features and that global attention is more effective in facilitating awareness of the relationship between language and context based on social factors (power and distance) between interlocutors.
... Moreover, intercultural language learning enhances learners' understanding of their native language and culture about a target language and culture. By comparing these languages and cultures, learners can identify similarities and differences, leading to a deeper comprehension of their cultural values and linguistic expressions (Risager, 2007). Recognizing the pervasive presence of culture in the language is crucial; language is not merely a neutral communication tool but is deeply intertwined with cultural norms, beliefs, and practices (Sapir, 2004). ...
Multicultural and multilingual studies are essential for fostering intercultural understanding in EFL classrooms. As global interactions increase, students must develop cultural competence, yet there is a gap in how EFL literature educators integrate intangible cultural heritage (ICH) to enhance learning. This study explores the role of ICH in EFL literature education and its impact on student engagement and intercultural competence. Using a convergent parallel mixed-methods design, the research combines qualitative data from interviews, focus groups, case studies, and classroom observations with quantitative data from surveys and pre- and post-assessments. Participants include EFL teachers, students, curriculum designers, and administrators. Findings reveal that incorporating ICH enhances students’ cultural awareness and engagement but highlights challenges such as limited professional development and instructional resources. This study underscores the need for training programs and curriculum reforms to support culturally responsive teaching. By equipping educators with the necessary tools to integrate ICH, EFL education can foster deeper intercultural competence and engagement, contributing to a more inclusive learning environment. Keywords: Culture; intangible cultural heritage; interdisciplinary studies; multicultural education
... Bennett (2009) extended this definition to include the development of intercultural competence, a concept that is now widely recognized as a critical component of effective language teaching. research by Kramsch (2013) andrisager (2007) further underscored the need for language learners to not only acquire linguistic proficiency but also develop an understanding of the cultural contexts in which the language is used. ...
This qualitative study investigates the strategies employed by Vietnamese English as a Foreign Language (EFL) teachers to enhance students’ cultural sensitivity. Amidst the growing emphasis on intercultural competence in language education, this research provides valuable insights from a Vietnamese perspective. The study involved semi-structured interviews with nine EFL teachers, encompassing a range of experience levels: novice, mid-career, and near-end career. The thematic analysis of interview data revealed several key strategies: integration of cultural content and context in language instruction, balancing cultural sensitivity with language proficiency, incorporating interactive and reflective activities, and utilizing multimodal and technological resources. These strategies were found to vary in complexity across different career stages. The findings demonstrate the practical application of these theoretical models in the Vietnamese EFL context. This study contributes to the field of EFL education by highlighting the importance of culturally responsive teaching and offering a nuanced understanding of how these strategies are implemented in a specific cultural setting. It underscores the need for curricular flexibility, technological integration, and tailored professional development to support teachers in fostering cultural sensitivity in language education. The study’s insights are particularly relevant for educators, curriculum developers, and policymakers in similar non-Western contexts.
... The concept of "intercultural citizen" evolved from the concept of "intercultural speaker." Byram (1997) initially developed a model of intercultural (communicative) competence, aiming to shift the focus of language learning from the traditional aspiration of a "native-speaker" ideal toward becoming an intercultural speaker who is able to mediate "between" linguacultures (Risager, 2007). This change in paradigm meant that instead of speaking or behaving like a native speaker, the language learner would assume a metaphorical "third place." ...
Traditionally, the fields of Diversity, Equity, and Inclusion (DEI) and Intercultural Citizenship Education (ICitE) have been treated separately in Higher Education (HE) and beyond, with DEI often being associated with domestic diversity, while ICitE is often situated within international contexts. Although such binary perception is no longer adequate due to the superdiversity that characterizes today’s university communities, the origins of this categorical distinction can be explained through an examination of the disciplinary roots, theoretical foundations, primary focus, and implementation approaches. Despite this difference in perspectives between the two fields, the Element argues that DEI and ICitE can complement each other in a variety of positive and productive ways. It does so by identifying the intersections between these two distinct yet interrelated fields and by providing an example of how they can be intentionally synergized in HE practice.
... For these reasons, Byram's ICC model was employed as a theoretical framework for the present study. It has been used in many studies on ICC in a wide range of EFL and discipline-specific contexts [21,24]. ...
The study explores Vietnamese EFL teachers’ practices and beliefs about intercultural communicative competence (ICC) for tourism majors. Fifteen observations were conducted in their English for Tourism Purposes (ETP) classes at three institutes in Central Vietnam. The teachers were then interviewed in a semi-structured format to examine the beliefs underlying their ICC teaching practices. The findings showed that the teacher’s practices focused on language skills and tourism-related knowledge. Their teaching of ICC was treated as a minor goal, but when they taught ICC, they emphasized the linguistic, cognitive and behavioural facets over others. Their practices were led by their beliefs in the importance of preparing students for their course assessment and future occupations. The study provides essential implications for ICC education in the tourism domain.
... En la actualidad, la cultura, o su propia definición, no puede aislarse en una única visión taxonómica. Por ello, otras respuestas teóricas conjuntas que podemos contemplar son las siguientes: «linguacultura» (Kramsch, 2000;Fantini, 1995;Liddicoat, Crozet y Lo Bianco, 1999;Balboni, 2006;Risager, 2005Risager, , 2007 o sus variantes como «lenguacultura» o «lengua-en-cultura» (Agar, 1994), «lenguaycultura» (Barro y Byram, 1993). Todas estas conceptualizaciones pueden identificarse con lo que Attinasi (1995) define como «conciencia lingüística de cultura». ...
En el siguiente texto intentaremos abordar algunos interrogantes que surgen desde la enseñanza del español como L2/LE y su cultura a raíz del planteamiento globalizador que se extrae de políticas educativas europeas. El objetivo general es arrojar nuevas perspectivas de enseñanza, o puntos de partida, para el profesorado de idiomas, no solo de español, sino de otras lenguas extranjeras que en el aula han de abordar contenidos de tipo cultural.
... Acknowledging that all learning is social and that all learning environments are culturally embedded has favoured an integrated manner of teaching a foreign language. This perspective that favours a mix of language and culture learning has been covered in the literature by many language educators (Byram 1997;Risager 2007;Kramsch 1993). In the field of foreign language learning it is salient to address the fact that "students have both a linguistic and a cultural gap to bridge'' (Collie and Slater 1997, 6). ...
Intercultural Communicative Competence: A Case Study on Academic Exchange Programmes. The paper intends to identify the challenges experienced by students during their study abroad in a post-pandemic context. In addition, emphasis is placed on respondents’ self-perceived level of intercultural communicative competence. The COVID-19 pandemic has brought considerable changes in the educational field and many academic exchange programmes have been ceased. While numerous studies have identified linguistic competence and cultural awareness as outcomes of academic exchange programmes before the COVID-19 pandemic, there is a gap in research in this area in a post-pandemic context when people were reluctant to engage with each other. Students exposed to potentially stressful situations in their academic lives might experience negative outcomes in their achievement. Thus, respondents’ coping mechanisms when faced with culture shock abroad are also referred to. The study included 15 participants. A survey was used as a research method. The data obtained were analysed qualitatively and quantitatively through descriptive statistics using Google Forms' built-in tools or Voyant Tools for content analysis. Findings indicate that 93.3% of the participants self-evaluate themselves as having developed intercultural communicative competence and that 40% have experienced culture shock. Nevertheless, respondents perceived the academic exchange programme as a valuable experience for engaging in reflective practice even if they faced various challenges related to weather, the school system and contact with a new society. REZUMAT. Competența comunicativă interculturală: Studiu de caz pentru programele de mobilitate academică. Studiul de față își propune să identifice provocările cu care s-au confruntat studenții în timpul programelor de mobilitate academică în străinătate în context post-pandemic. Este adusă de asemenea în prim plan evaluarea respondenților cu privire la nivelul propriu de dezvoltare a competenței comunicative interculturale. Pandemia COVID-19 a adus schimbări considerabile în domeniul educațional și multe programe de schimb academic au fost sistate. Numeroase studii au identificat competența lingvistică și conștientizarea culturală ca rezultate ale programelor de schimb academic înainte de pandemia COVID-19. Totuși, există un vid de cercetare în acest domeniu într-un context post-pandemic, când persoanele au fost mai reticente în a socializa. Studenții expuși la situații potențial stresante în viața lor academică ar putea avea rezultate negative în performanța lor. De aceea menționăm în studiul de față și mecanismele de adaptare ale respondenților atunci când se confruntă cu șoc cultural în străinătate. Studiul a inclus 15 participanți. Metoda de cercetare folosită a fost ancheta pe bază de chestionar. Datele obținute au fost analizate calitativ și cantitativ prin statistici descriptive folosind instrumentele Google Forms sau Voyant Tools pentru analiza conținutului. Rezultatele indică faptul că 93,3% dintre participanți se autoevaluează ca având competență de comunicare interculturală și că 40% au experimentat șocul cultural. Cu toate acestea, respondenții au perceput programul de schimb academic ca o experiență valoroasă pentru angajarea în practică reflexivă, chiar dacă s-au confruntat cu diverse provocări legate de vreme, sistemul școlar și contactul cu o nouă societate. Cuvinte-cheie: context post-pandemic, programul de mobilitate academică, competență comunicativă interculturală, șoc cultural, cultură, limbă Article history: Received 15 February 2024; Revised 24 June 2024; Accepted 15 October 2024; Available online 10 December 2024; Available print 30 December 2024.
... Byram's model has been challenged on several fronts since it was published 25 years ago. One criticism is that the frequent references to 'country' in the book indicate that Byram equates culture with country, and that his model focuses excessively on the components of intercultural competence that contribute to the ability to communicate and interact with people from other countries (Hoff, 2020;Matsuo, 2012;Risager, 2007). However, Byram (1997: 54-55, footnote 1) does explicitly state that, although he refers to 'countries' throughout the book for the sake of clarity, his discussion of intercultural competence also applies to interactions with members of other types of cultural groups such as ethnic minorities, and indeed one of the extended examples discussed in the book concerns the teaching of French in Canada, which is viewed by some Canadian teachers as facilitating better understanding of and interaction with francophone Canadians (Byram, 1997: 24-25). ...
... Human cultures and civilizations interact and clash in the era of globalization. Every society on the planet cannot avoid this (Risager, 2007) Because of these conditions, one of the skills that people in the twenty-first century need to possess is cross-cultural understanding, or CCU for short. In a pluralistic society, human behavior is a cultural product that will constantly interact. ...
This study explores the impacts of culture shock on freshmen English as a Foreign Language (EFL) students at the University of Labor and Social Affairs (Ho Chi Minh City Campus), with a particular focus on the psychological, emotional, and academic challenges they encounter during their transition to urban life. Culture shock, a multifaceted phenomenon involving emotional, psychological, and cognitive stressors, can significantly hinder students’ adjustment to new cultural and academic environments. The study identifies several key negative effects, including confusion, fear, homesickness, and discomfort, all of which interfere with language learning and social integration. Through qualitative methods, including semi-structured interviews and group discussions, the research uncovers students' experiences of psychological distress and their struggles with adapting to urban lifestyles and communication barriers. In addition to these challenges, the study highlights effective coping mechanisms, such as pre-arrival preparation programs, fostering cultural acceptance, and cultivating a positive mindset, which help students navigate the adjustment process. The findings emphasize the importance of pre-arrival training and the integration of Social Emotional Learning (SEL) strategies within the curriculum to promote both academic success and emotional resilience. The research concludes by advocating for a holistic approach to student support, where universities implement comprehensive strategies that address the emotional, social, and academic needs of EFL students. By focusing on these areas, institutions can reduce the negative impacts of culture shock, ensuring students’ successful integration into the academic community and enhancing their overall well-being.
... According to T3, FLT should include both linguistic and cultural elements because each language has a corresponding culture. These understandings are comparable to those of structuralists and reductionists who believe that cultural perceptions are 'language-derived' (Risager, 2007). This perception was shared by the other teachers. ...
... This conversation was irrelevant in the field of foreign language teaching (FLT) until the past century, as Risager (2007) asserts that "culture pedagogy arose as a subject for debate and theoretical reflection in the last decades of the 19th century." The pedagogy of culture witnessed these alterations as a response to societal needs & the development in linguistics during each period. ...
Globalization has made intercultural competence essential for EFL learners, yet traditional approaches like grammar-translation and communicative language teaching remain prevalent in Algeria. These methods focus primarily on language mechanics, lacking a foundation for developing intercultural skills. This study advocates for adopting an intercultural language teaching approach in Algerian EFL classrooms to better prepare students for effective communication in multicultural contexts. Through literature analysis and classroom observations, the study finds that current practices inadequately address students' intercultural needs. In contrast, ILT fosters critical cultural awareness, empathy, and adaptability, providing a more comprehensive framework for building intercultural communicative competence. It is recommended that policymakers and educators support ILT integration, especially in oral expression classes where students actively engage. Emphasis on teacher training and curriculum reform would help embed this intercultural framework in the classroom, thereby developing EFL learners who are both linguistically skilled and culturally adaptive communicators. Keywords: Communicative competence; English as a foreign language; intercultural; language teaching
... IFLT is in nature pedagogically postmodernist (Risager, 2007), which addresses culture and language as integrated rather than separated. Differing from the traditional approach focusing on declarative and factual knowledge, it emphasizes the lifelong development of learners' ICC including the three dimensions of knowledge, attitudes and skills, and prepares learners for using English as an International Language or English as a Lingua Franca. ...
... This interdisciplinary approach enables learners to explore the complex relationship between language and culture from various academic perspectives, deepening their understanding of how cultural contexts influence language use and vice versa (Kramsch, 2014). This collaboration between departments also encourages a more comprehensive and critical examination of global cultural dynamics, contributing to a well-rounded educational experience (Risager, 2007). ...
In contemporary Chinese education, a significant feature is the alignment and synergistic integration of ideological and political theory across various disciplines, including university English curricula. This integration involves embedding ideological and political education within all subject areas, thereby achieving a cohesive and comprehensive approach to curriculum development that fosters holistic student development. Integrating Foshan’s local cultural elements into the English curriculum aims to achieve thematic ideological and political education that is guided by local culture, material-based ideological and political education supported by specific cultural imagery, and methodological ideological and political education based on teaching strategies. This approach weaves the ten key elements of Foshan’s traditional culture into the curriculum’s objectives, content presentation, and pedagogical practices. Such integration not only enhances the quality of professional knowledge instruction in higher education English courses but also enriches students’ humanistic qualities, bolsters their perception and confidence in Foshan’s local culture, and ultimately contributes to the cultivation of innovative talent.
... Michael Byram's interrelated dimensions of intercultural communicative competence and his model for intercultural communicative competence (ICC) (1997,2021) are most often referred to in the field of teaching and learning foreign/ modern languages where they have had "a profound and far-reaching influence" (Golubeva, et al., 2022, p. xxiii;Kolb & Schocker, 2021), despite the criticism the model has also received (cf. Jacobsson, et al., 2023;Matsuo, 2012;Risager, 2007Risager, , 2022. The five dimensions of ICCattitudes, knowledge (of / about), skills of interpreting and relating, skills of discovery and interaction and critical cultural awareness (also referred to as political education)are significant for classroom teaching, learning and assessment. ...
... Peng et al. (2023) compared the representation of songs in ELT textbooks published in China and UK, pointing out that songs in textbooks published in UK integrate more of learners' physiological and cognitive development into language teaching. Comparative analysis of different textbooks has covered topics such as the variation of linguistic complexity for textbook content development (Chen, 2016), the representation of pragmatic knowledge (Ren & Han, 2016), as well as the embodiment of cultural and linguistic diversity (Risager, 2007(Risager, , 2023Tajeddin & Pakzadian, 2020;Yuen, 2011;Zhang & Su, 2021). ...
This study employs a content analysis approach to examine the presentation of pronunciation instruction (PI) activities in six elementary school English language teaching (ELT) textbook series used in China. Among the textbooks analyzed, two series are published in English-speaking countries for commercial use, while two are published in China for public schools. The remaining two series are jointly released by Chinese and UK publishers, and are utilized in schools at Shanghai and Hong Kong.
Categorizing the PI‑related activities based on the framework by Levis and Echelberger (2022) , the author discovered that PI is predominantly integrated into listening and speaking activities. The study highlights the evolving design of PI activities in relation to learners’ ages, reflecting the individual preferences and beliefs of textbook developers. Notably, most of the surveyed textbook series acknowledge the effectiveness of phonics for teaching pronunciation, yet the use of phonetic alphabet remains minimal. Young learners are encouraged to grasp pronunciation rules through exposure and observation rather than through direct “top-down” instruction from teachers.
This research provides language educators with additional resources for classroom activities and offers textbook writers diverse insights for material development work in the future.
... It can serve as a reference book for pre-service or in-service teachers to complement or expand their teaching practice, especially at a time when language education guidelines or curriculum standards worldwide (e.g., the World-Readiness Standards for Learning Languages, the Common European Framework of Reference for Languages, and the Guidelines on College English Teaching by China's Ministry of Education in 2020) highlight intercultural competence development. Given its difference from other books in the field (e.g., Corbett, 2022;Díaz & Dasli, 2017;Risager, 2007), as a reviewer of the book as well as a language and IC teacher and researcher, I highly recommend the book for readers' reference to facilitate the teaching of intercultural (communicative) competence and to benefit the L2/Lx learners. ...
In recent years, the field of intercultural communication (IC) studies has advanced conceptually, theoretically and methodologically (Kulich et al., 2020; Kulich & Tong, 2024; Zhu, 2024), especially in its subfield intercultural (communicative) competence (Byram, 2021; Dai & Chen, 2014; Deardorff, 2009). With this influence and the call from deepened globalization, one of the key objectives of education in a second or any other language (L2/Lx) has shifted to prepare learners for effective and appropriate communication in intercultural contexts. In this context, an IC-oriented language pedagogy has increasingly been adopted to develop learners’ intercultural (communicative) competence in language education (Byram et al., 2013; Corbett, 2022; Jackson, 2020; Liddicoat & Scarino, 2013). Some researchers even argue that language and IC pedagogy is becoming “a field in its own right” (Díaz & Dasli, 2017, p. 4). However, the major difficulty is how to incorporate the findings from the IC field into pedagogical practices to implement an IC-oriented language pedagogy. As Zhu (2024, p. 84) frames the issues: “Where is culture in language learning and teaching? What are the goals of language and culture learning?” Chinese textbooks on “intercultural communication” have been grappling with these issues since the 1990s (Kulich et al., 2006; Suo et al., 2015), and these issues appear and are important to address in each language and teaching context (cf. Kramsch, 1993, 1998; Martin et al., 2020).
... gender roles and relationships) of the language taught (Byram & Risager, 1999;Sercu et al., 2005) and scaffolding techniques to help students glimpse these elements in online communication and interaction (Risager, 2016). An approach that utilises instances of intercultural misunderstanding to enrich learners' critical language and culture learning is Transnational Linguaculture (Risager, 2007;. The approach highlights language as a dynamic practice that spread within social networks globally, carried by individuals who bring their linguacultures (i.e. ...
Modern Foreign Language (FL) instruction has recently called out for a language-culture-technology (LCT) nexus that could engage learners in transnational dialogue and interaction. This study focuses on the views of English as a Foreign Language (EFL) teachers in Chile and their classroom practices in relation to an LCT nexus. The Chilean EFL context was chosen due to a lack of integration between language, culture and technology in the national EFL curriculum that informs classroom practice. The study collected data through an online questionnaire (N=128 participants) that was distributed nationwide. Questionnaire results showed that although teachers recognised the significance of intercultural interaction and identity reflection, they struggled to incorporate these into their teaching practices, especially when using Information Communication Technologies (ICTs). Furthermore, the integration of language and culture as reported by teachers was often superficial, and technology was primarily used to support writing in English. The study suggests the need for a stronger theoretical and pedagogical basis for the national EFL curriculum in Chile and professional development to support a language-culture-technology nexus in FL classrooms.
... Scholars have become increasingly interested in the study of the socio-cultural dynamics of language and language use, thus restoring the missed links between language and culture (Byram, 1997;Deardorff, 2006;Smaoui, 2021Smaoui, , 2022. Various terms have been coined to encapsulate the inextricable link between language and culture as experienced by individuals using their own languages and cultures, including languaculture (Agar, 1994), linguaculture (Fantini & Termizi, 2006), linguoculture (Kunanbayeva, 2013), language-and-culture (Byram, 1997), culture-in-language (Crozet & Liddicoat, 1997), and language-culture (Risager, 2007). Similar neologisms have also been introduced to capture the language-culture nexus in contexts involving interaction between speakers from different languacultures, including Byram's (1997) intercultural competence (IC). ...
This study aimed to explore the effects of a pedagogical intervention involving the combined application of rubrics and exemplars, as Self-Regulated Learning (SRL) support tools, on student’s development of the Evaluative Judgement (EJ) of Intercultural Competence (IC). A group of students from the General Required Courses department of a Saudi college participated in a quasi-experimental study involving the administration of an English writing module as part of an intensive English course. Coursework was designed based on Byram’s multidimensional IC model, guided by Liddicoat’s pathway model for IC development, framed within Panadero & Broadbent’s EJ framework, and mapped on Zimmerman’s Self-Reflection Phase (SRP) of the self-regulatory process. A mixed-method design was adopted to gain insights on the learning processes the students went through as well as their perceptions of and attitudes towards the learning experience. The results indicated a variety of SRP strategies at work and provided evidence for the positive effects of rubrics and exemplars on the enhancement of students’ EJ of IC. The results revealed several spheres where SRL, EJ, and IC relate and align to support students’ development and practice of sustainable skills that allow them to take control of their own learning and adapt in ever-changing environments.
... At the beginning of the PD, it is evident that Kim's approach to culture teaching is driven by the nation-states ideology, that is, the national constitutes the natural frame of reference for language teaching and learning (Risager, 2007). A moment that seems to be the catalyst for Kim's unlearning and (re)learning the concepts of culture and interculturality occurs in week 3. ...
Abstract
Purpose
This study aims to examine the impact of intercultural learning and collaboration on two English as a world language teachers from South Korea and Taiwan within a virtual professional development program, emphasizing their evolving understanding of culture and interculturality and its implications for practice.
Design/methodology/approach
Utilizing qualitative research design, this study incorporates three sources of data: written reflections, online meetings and semi-structured interviews. Data is examined through the cultural perspectives framework (Hall, Covarrubias and Kirschbaum, 2022) to analyze how teachers (re)frame culture and interculturality in English language teaching, specifically through the lens of interpretive, critical and socio-scientific perspectives.
Findings
The findings reveal that engaging in facilitated professional intercultural learning and collaboration enhances teachers’ perspectives and practices regarding cultural complexities in language classrooms. The study highlights the importance of reflective practice, collaborative professional learning and the adoption of multiple cultural perspectives.
Originality/value
This research enriches the field of intercultural education by advocating for a structured approach to teacher learning in bridging the gap between theory and practice. It uniquely applies Hall et al.’s (2022) ICS framework to analyze how teachers (re)frame culture and interculturality in English language teaching. The originality is in the in-depth analysis of the intricate dynamics of teacher learning and the transformative potential of intercultural collaboration.
... Models outlining necessary intercultural knowledge areas emerged, arguing for approaches to overcome ethnocentrism by building skills for engaging across cultures (Byram, 1997). Concurrently, perspectives critiqued notions of homogeneous national cultures (Holliday, 1999;Risager, 2007), advocating approaches recognizing the dynamic, hybrid nature of culture emerging from diverse individual negotiations rather than stereotypical representations attached to nations (Holliday, 1999;Holmes, 2014). Scholars highlighted diversity within cultures and proposed focusing on small cultures and co-cultures operating within national contexts over imposing cultural knowledge (Holliday, 2013). ...
The evolving nature of intercultural education necessitates a shift from static to reflective pedagogies among teachers. This case study investigates the efficacy of a collaborative lesson study (LS) approach in enhancing Chinese university instructors' proficiency in participatory, non-essentialist intercultural teaching. Six English as a Foreign Language instructors at a Chinese university engaged in three iterative LS cycles over one month, integrating new intercultural communication materials into their classes. Data were collected through lesson documents, observations, discussions, and interviews. The immersive LS process significantly expanded instructors' understanding of key intercultural communication concepts, encouraged the adoption of more student-centered methodologies, and prompted critical reflection on prior cultural assumptions. The collaborative engagement facilitated a deeper theoretical grasp and practical application of non-essentialist principles. Challenges included time constraints due to teaching workloads, discomfort in peer feedback exchange, and a broader lack of coordinated intercultural teacher training. Despite these challenges, this study underscores the potential of LS as a robust model for advancing intercultural teaching capacity through collaborative inquiry. It hints at the promise of LS in bridging the theory–practice divide in intercultural education, paving the way for more nuanced, non-essentialist instruction.
... For instance, Murata (2019) observed that these teachers argue this model deepens students' understanding of English by anchoring it in its traditional contexts. Risager (2007) also points out that some educators lean towards using the native English speaker model in teaching due to a noticeable shortage of materials that display the cultural diversity of English. This preference may also arise from institutional limitations and the challenge of addressing sensitive cultural topics, which can impede the incorporation of a broader range of cultural perspectives into the curriculum. ...
In recent times, the advancement of technology and globalization has significantly impacted educational practices worldwide, making teaching and learning increasingly complex and interconnected. In the field of English Language Teaching (ELT), these changes have challenged traditional approaches and necessitated the integration of more culturally diverse materials to reflect the global usage of English. Against this backdrop, this study aims to investigate teachers’ attitudes toward cultural diversity and their representation of cultures in ELT materials at a Thai university. Situated in Thailand’s diverse cultural landscape, the research explores how teachers’ cultural backgrounds, institutional policies, and student feedback influence the selection and depiction of cultural content. Utilizing a qualitative approach that employs semi-structured interviews, document analysis, and classroom observations, the study seeks to uncover the extent to which global cultures are represented in their ELT materials. In addition, it aims to identify trends in teachers’ practices and perceptions, highlighting a potential shift towards a more inclusive curriculum that mirrors the global context of English language teaching and learning. Consequently, this study contributes to the broader discourse on the importance of cultural diversity in education, offering practical recommendations for educators and policymakers in globalized educational environments.
Connecting Language, Literacy, and Cognitive Development: Multidisciplinary Approaches to Education" is an in-depth look into the deep interplay of language, education, and cognitive health across diverse linguistic and cultural expanses. The book is organized into three thematic sections comprising thirteen chapters that discuss critical features of language acquisition, literacy, neurolinguistics, and clinical research. From the orthographic complexities of Arabic in Morocco's diglossic setting to neurolinguistic challenges such as dyslexia and Alzheimer's among Arabic-speaking populations, this volume puts together innovative research and practical insights. It further talks about strategies to enhance language proficiency by immersion programs and cultural integration. This comprehensive collection serves as an essential resource for educators, linguists, researchers, and policy developers seeking to foster improved educational outcomes across diverse linguistic environments.
This study aimed to investigate teachers' perceptions of integrating cultural content into foreign language education. To achieve this goal, an online questionnaire was administered to 120 teachers employed at various universities across Turkey. The questionnaire sought to explore teachers' perspectives on the objectives of language teaching, the role of cultural instruction, and the frequency with which cultural activities are incorporated into English language classrooms. These data were complemented by semi-structured interviews designed to provide deeper insights into the relationship between teachers' perceptions and their classroom practices. The findings revealed that while teachers emphasize linguistic competence as a central component of language teaching, they also demonstrate a strong awareness of the importance of cultural education. Furthermore, they maintain an optimistic outlook on the role of culture in fostering more meaningful and effective language learning experiences. Teachers highlighted that the primary aims of cultural instruction are to encourage attitudes of tolerance and respect toward diverse societies and cultures, as well as to offer students a deeper understanding of the target culture. In terms of classroom activities, the study found that teachers frequently engage students in discussions about personal experiences or topics that are familiar to them, as these approaches enhance engagement and relatability. Additionally, teachers often incorporate activities that showcase interesting and compelling aspects of the target culture, fostering curiosity and appreciation among students. These findings underscore the dual focus on linguistic and cultural competence in foreign language education and emphasize the need for thoughtful integration of cultural content to support holistic learning.
La presente ricerca esamina l’evoluzione delle rappresentazioni della cultura italiana all’interno dei manuali di italiano come lingua straniera, utilizzati nel contesto didattico cinese. Attraverso un’analisi diacronica di tre manuali pubblicati in differenti periodi storici (1972, 1991, 2022), emerge un evidente spostamento dell’enfasi dalla cultura cinese verso una maggiore centralità della cultura italiana. L’analisi mette in luce dinamiche specifiche nella rappresentazione delle varie dimensioni della cultura italiana: si osserva un graduale equilibrio nelle rappresentazioni delle differenti dimensioni culturali, con una resa esplicita delle pratiche culturali e una presenza in crescita, seppur ancora marginale, delle prospettive culturali. Inoltre, si rileva un bilanciamento quasi paritetico tra rappresentazioni esplicite e implicite. Infine, l’analisi evidenzia la complessa interazione tra obiettivi educativi, contesti socio-storici e rappresentazioni culturali nei manuali di lingua, sottolineando come la rappresentazione della cultura italiana in tali testi costituisca un elemento attivo e plasmante nel contesto dell’educazione linguistica.
Este estudio examina el impacto de la Francofonía en el municipio de Suan, Atlántico, a través de eventos organizados por la Universidad del Atlántico en 2022 y 2024. La Francofonía, como comunidad lingüística y cultural global, actúa como vehículo para el aprendizaje del francés, la integración cultural y el desarrollo sostenible. Mediante un enfoque interdisciplinario, se destacan los logros académicos, culturales y económicos de estos eventos, incluyendo la participación activa de estudiantes, instituciones locales y la comunidad en general. El estudio también aborda los desafíos enfrentados y las lecciones aprendidas en la organización de estos eventos, enfatizando su importancia para la consolidación de la Francofonía en la región y su contribución al desarrollo comunitario y académico. Se proporcionan recomendaciones para mejorar la sostenibilidad y la inclusión en futuras ediciones, promoviendo así una mayor integración cultural y un desarrollo económico más amplio en la comunidad.
This paper presents the findings related to culture from an online survey with French as a second language (FSL) teachers ( n = 45) about equity and antioppression in the Ontario FSL curriculum. FSL teachers defined culture and reflected on the link between language and culture and the role of students' cultures in FSL. Framed by an anti‐biased, antiracist (ABAR) framework, data were thematically analyzed from an intercultural and ABAR perspective. Results show that FSL teachers have a strong, nuanced, and highly diverse understanding of culture, they all believed that language and culture are interrelated (to varying degrees), and most thought that students' cultures should be integrated into FSL classes to improve students' experiences and language learning. FSL teachers' conceptions of language and culture also revealed a need to develop critical orientations in teacher preparation and learning.
The necessity of relaying the practice of using active teaching methods to optimize the educational process at all levels of education is substantiated. The principles, parameters, and criteria of effective discussion in additional professional education are described.
This book is devoted to the topic of teaching Russian as a foreign language (RFL) from an intercultural perspective with special attention to the university context and Italian-speaking students.
It is underpinned by three main aims. The first is to provide the reader with a theoretical-operational framework on intercultural RFL teaching, giving him/her the methodological tools to study this area and/or to apply it to his/her own teaching. The second is to promote a critical awareness among readers of the dominant ideologies and discourses underlying both academic research on the subject and the teaching materials themselves, so as to enable them to take note of the problems of RFL intercultural teaching (compared to the issues of foreign language education of other languages) and attempt to overcome them, with a view to enhancing teacher learning/development. The third—more general—aim seeks to help the reader look at the RFL area as if through a lens that shows different angles and shades, thus leading to greater understanding of the complexity of teaching and learning processes as a whole.
The study discloses the ideological nature of RFL intercultural teaching by investigating its national and cultural essentialist discourses and advocates a pluricentric and complex image of the Russian-speaking cultural space which is rather new for the field, where static, mythologized, and uncritical ideas and representations of identity and culture (e.g., “Russian soul”) still prevail to this day.
UNESCO and local organizations raise concern over the threats towards Intangible Cultural Heritage (ICH) and continue their efforts to get help from any field possible for introducing ICH elements and raising awareness. Education is one of those fields. Considering the relation between culture and English language teaching, ICH can be incorporated into English classrooms. Besides, being the primary source of input in a language classroom, ELT coursebooks can serve as a bearer of culture. In this regard, this paper discusses the role of English language teaching coursebooks in the safeguarding of ICH by revealing the representation of ICH elements in locally produced coursebooks from 16 different countries: Bulgaria, Chile, China, Colombia, Croatia, Germany, India, Indonesia, Japan, Malaysia, Norway, Republic of Korea, Romania, Türkiye, Ukraine and Uzbekistan. Findings from the study supported the idea that ELT coursebooks can be utilized as a medium for safeguarding ICH while improving the learners’ language skills.
The aim of this article is to discuss the relations between intercultural and environmental approaches to teaching English from a global perspective. Our interest is directed towards creating an educational model that will enable the teaching of English for International Communication objectives. In this paper, we will pay particular attention to the influences coming from the external environment. These influences are, however, manifested in the behavior of students, both at the psychological and the cognitive level. The terms of the living environment greatly affect the speed and accuracy of acquiring knowledge in general and language learning in particular. This is based on the fact that it requires commitment and concentration to be performed in adequate environmental conditions. The proposed teaching model is expected to conform to the learners‟ care-taking environment that provides conditions for healthy physical, humane, and affective social context.
Addressing the cultural dimension of Chinese as a foreign language (CFL) education is challenging, largely due to the difficulty in clearly interpreting the notion of culture itself (Spencer-Oatey, 2012). With its complexity rarely explored in an integrated manner, culture remains a vague notion, poorly operationalized in both theory and intercultural language teaching practice (Liddicoat & Scarino, 2013). To respond to this, this chapter critically dissected the theoretical discussions of culture as informed by multidisciplinary knowledge over the past six decades and proposes a multi-dimensional framework for conceptualizing culture within language education. This framework explores the conceptual contentions surrounding culture from three angles: whether culture should be taught as knowledge or meaning-making, as social constraints or public resources, and as value-free or value-laden. The framework proposed here is primarily intended to stimulate language educators’ interest in building confidence into their culture pedagogy. However, it also promises to inform language and culture curriculum development, textbook development, course design, and pedagogical research in the general field of second or foreign language education.
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