From pragmatic competence to intercultural competence: Pakistani ESL teachers perspectives of teaching interculturality in ESL classroom
Keywords:
Interculturality; intercultural pragmatics; transcultural pragmatics; language scholars; teacher education.
Abstract
In recent years, the areas of intercultural pragmatics and transcultural pragmatics under the phenomenon of “interculturality” have been investigated by linguists and language scholars because interculturality has a deep-rooted connection with the language and second language teaching and learning. This data-oriented study follows a quantitative research design. The data is collected through a survey questionnaire from 75 English teachers who are teaching at the university level in five different public and private sector universities in Pakistan. The overall results encourage embedding the knowledge of interculturality in ESL/EFL classes. There is a need to organize training sessions for teachers because many teachers reported that they do not utilize such skills in their ESL/EFL classrooms. In addition, the majority of teachers also believed in employing new approaches for teaching transcultural pragmatics to their students. This study further highlights that teacher/educators could also benefit from working together to develop the teaching of interculturality and transcultural competence, and to make this development happen in relation to teacher professional development.
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References
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Saleem, T., & Anjum, U. (2018). Positive and Negative Politeness: A Cross-Cultural Study of Responding to Apologies by British and Pakistani Speakers. International Journal of English Linguistics, 8(5), 71-86.
Solhaug, T., & Kristensen, N. N. (2020). Gender and intercultural competence: analysis of intercultural competence among upper secondary school students in Denmark and Norway. Educational Psychology, 40(1), 120-140.
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Weinstock, D. (2013). Interculturalism and multiculturalism in Canada and Quebec: Situating the debate. In Liberal multiculturalism and the fair terms of integration. London: Palgrave Macmillan (pp. 91-108)
Yang, P. (2018). Developing TESOL teacher intercultural identity: An intercultural communication competence approach. TESOL Journal, 9(3), 525-541.
Yates, L. (2015). Intercultural communication and the transnational: Managing impressions at work. Multilingua, 34(6), 773-795.
Zhu, H., Kramsch, C., Gramling, W. D., House, J., Johnson, J., Li, W., & Park, J. (2020). Translating culture in global times: dialogues. Applied Linguistics, 41(1), 148-160.
Baker, W. (2016). Culture and language in intercultural communication, English as a lingua franca and English language teaching: Points of convergence and conflict. In P. Holmes & F. Dervin (Eds.), The cultural dimensions of English as a lingua franca (pp. 70 – 89). Bristol, UK: Multilingual Matters.
Baker, W. (2017). English as a lingua franca and intercultural communication. In The Routledge handbook of English as a lingua franca. Londres: Routledge. (pp. 25-36).
Baker, W., & Sangiamchit, C. (2019). Transcultural communication: language, communication and culture through English as a lingua franca in a social network community. Language and Intercultural Communication, 19(6), 471-487.
Barraja-Rohan, A.M. (2000). Teaching conversation and sociocultural norms with conversation analysis. In A.J. Liddicoat & C. Crozet (Eds.), Teaching languages, teaching cultures. Melbourne: Applied Linguistics Association of Australia. (pp. 65-77)
Bradfield, R. M. (2008). Cognitive barriers in the scenario development process. Advances in Developing Human Resources, 10(2), 198-215.
Chau, T. H. H., & Truong, V. (2019). The Integration of Intercultural Education into Teaching English: What Vietnamese Teachers Do and Say. International Journal of Instruction, 12(1), 441-456.
Corder, D., Roskvist, A., Harvey, S., & Stacey, K. (2018). Language teachers on study abroad programmes: The characteristics and strategies of those most likely to increase their intercultural communicative competence. In Second Language Study Abroad. Cham: Palgrave Macmillan, (pp. 257-297).
Ellis, N. C. (2017). Implicit and explicit knowledge about language. Language awareness and multilingualism, Berlín, Alemania: Springer. 1-12.
Emmott, C., Alexander, M., & Marszalek, A. (2014). Schema theory in stylistics. The Routledge handbook of stylistics, 268-283.
Fioramonte, A., & Vásquez, C. (2019). Multi-party talk in the medical encounter: Socio-pragmatics functions of family members' contributions in the treatment advice phase. Journal of Pragmatics, 139, 132-145.
Haggerty, H. (2020). Integration of Culture in the Teaching of French as a Foreign Language at the University Level in Uganda. Emerging Perspectives: Interdisciplinary Graduate Research in Education and Psychology, 4(1), 19-24.
Ho, D. T. P., & Ton, H. N. N. (2020). Factors influencing teachers’ integrating intercultural communicative competence (icc) into business English teaching. Hue University Journal of Science: Social Sciences and Humanities, 129(6B), 5-14
Hoa, C. T. (2018). Integrating Cultures into Teaching EFL in Vietnam: Teachers' Perceptions. LEARN Journal: Language Education and Acquisition Research Network, 11(2), 103-115. https://doi.org/10.34069/AI/2020.27.03.45
Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford: University Press.
Kasper, G. (1997). Linguistic etiquette. In F. Coulmas (Ed.), The handbook of sociolinguistics. United Kingdom: Blackwell Publishers. (pp. 374-385).
Kennedy, J. (2020). Intercultural pedagogies in Chinese as a foreign language (CFL). Intercultural Education, 31 (4), 427-446. DOI:10.1080/14675986.2019.1702290
Khukhlaev, O. E., Gritsenko, V. V., Pavlova, O. S., Tkachenko, N. V., Usubian, S. A., & Shorokhova, V. A. (2020). Comprehensive Model of Intercultural Competence: Theoretical Substantiation. RUDN Journal of Psychology and Pedagogics, 17(1), 13-28.
Kramsch, C. (2014). Teaching foreign languages in an era of globalization: Introduction. The modern language journal, 98(1), 296-311.
Kramsch, C. (2020). “I hope you can let this go”/“Ich hoffe, Sie können das fallen lassen”—Focus on the Perlocutionary in Contrastive Pragmatics. Contrastive Pragmatics, 1(1), 58-81.
Liu, S. (2013). Introduction: Modernity, Interculturalism, and Hybridity. In Performing Hybridity in Colonial-Modern China (pp. 1-12). New York: Palgrave Macmillan.
Maxwell, B., Waddington, D. I., McDonough, K., Cormier, A. A., & Schwimmer, M. (2013). Interculturalism, multiculturalism, and the state funding and regulation of conservative religious schools. Educational theory, 62(4), 427-447.
Oranje, J., & Smith, L. F. (2018). Language teacher cognitions and intercultural language teaching: The New Zealand perspective. Language Teaching Research, 22(3), 310-329.
Pergert, P., & Tiselius, E. (2020). Intercultural Competence and Communication over Language Barriers. In Ethical Issues in Pediatric Hematology/Oncology. Cham: Springer. (pp. 203-222).
Prapinwong, M. (2018). Developing Intercultural Awareness for Pre-Service Teachers In Thailand. ABAC Journal, 38(2), 21-35.
Rakhimova, A. E. (2017). Sociocultural competence as one of the core competencies of the individual. Espacios, 38(45), 34.
Ramirez, E. (2018). Intercultural communicative language teaching (iCLT): a selection of practical points of departure. New Zealand Language Teacher, The, Vol 44, 18.
Saadatnejad, Z. (2020). Improving Intercultural Competence through Literary Texts and the Strategies of Teaching it in French Language. Language Related Research, 10(6), 345-372.
Saleem, T., & Anjum, U. (2018). Positive and Negative Politeness: A Cross-Cultural Study of Responding to Apologies by British and Pakistani Speakers. International Journal of English Linguistics, 8(5), 71-86.
Solhaug, T., & Kristensen, N. N. (2020). Gender and intercultural competence: analysis of intercultural competence among upper secondary school students in Denmark and Norway. Educational Psychology, 40(1), 120-140.
Syzenko, A., & Diachkova, Y. (2020). Building Cross-Cultural Competence in a Foreign Language through Technology-Enhanced Project-Based Learning. Amazonia Investiga, 9(27), 411-418. Recovered from https://www.amazoniainvestiga.info/index.php/amazonia/article/view/1257/1128
Toyoda, J. (2018). Review of The Impact of Learning Contexts on Proficiency, Attitudes, and L2 Communication: Creating an Imagined International Community (Tomoko Yashima and Lori Zenuk-Nishide, System, 36, 566-585.). Journal of Inquiry and Research, 108, 303-307.
Vaganova, O. I. (2019). Organization of practical classes in a higher educational institution using modern educational technologies. Amazonia Investiga, 8(23), 81-86. Recovered from: https://www.amazoniainvestiga.info/index.php/amazonia/article/view/850/791
Wang, J., Chen, C., Liu, Y., Barkley, D., & Wu, C. C. (2020). Intercultural competences and job satisfaction of expatriates: the mediating effect of positive psychological well-being. International Journal of Organizational Innovation, 12(3). 140-155
Weinstock, D. (2013). Interculturalism and multiculturalism in Canada and Quebec: Situating the debate. In Liberal multiculturalism and the fair terms of integration. London: Palgrave Macmillan (pp. 91-108)
Yang, P. (2018). Developing TESOL teacher intercultural identity: An intercultural communication competence approach. TESOL Journal, 9(3), 525-541.
Yates, L. (2015). Intercultural communication and the transnational: Managing impressions at work. Multilingua, 34(6), 773-795.
Zhu, H., Kramsch, C., Gramling, W. D., House, J., Johnson, J., Li, W., & Park, J. (2020). Translating culture in global times: dialogues. Applied Linguistics, 41(1), 148-160.
Published
2020-10-16
How to Cite
Aziz, F., Saleem, T., Saleem, A., & Batool, R. (2020). From pragmatic competence to intercultural competence: Pakistani ESL teachers perspectives of teaching interculturality in ESL classroom. Amazonia Investiga, 9(33), 37-45. https://doi.org/10.34069/AI/2020.33.09.4
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