Intercultural Sensitivity of English Language Teachers in Algeria

Autor/inn/en	Boudouaia, Azzeddine; Wint War Htun, Khin; Al-Qadri, Abdo Hasan; Saroh, Yam; Beddiaf, Abderrazak
Titel	Intercultural Sensitivity of English Language Teachers in Algeria
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2042034 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boudouaia, Azzeddine) ORCID (Wint War Htun, Khin) ORCID (Al-Qadri, Abdo Hasan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2042034
Schlagwörter	English (Second Language); Language Teachers; Foreign Countries; Intercultural Communication; Middle School Teachers; Secondary School Teachers; College Faculty; Teacher Attitudes; Cultural Awareness; Gender Differences; Teacher Characteristics; Algeria + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Ausland; Interkulturelle Kommunikation; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Fakultät; Lehrerverhalten; Cultural identity; Kulturelle Identität; Geschlechterkonflikt; Algerien
Abstract	This paper examines English as a foreign language (EFL) teachers' intercultural sensitivity (IS) in Algeria. Specifically, it investigates IS level and demographic differences among EFL teachers. Data is gathered quantitatively from a sample of 182 Algerian EFL teachers from middle schools, secondary schools, and universities. Chen and Starosa's (2000) intercultural sensitivity scale (ISS) is used for data collection. Data entry was carried out with the use of Statistics Packages for the Social Sciences (SPSS) software version 23. The analysis of the results has put forward some interesting findings. The results demonstrate that among the components of IS the mean value of interaction engagement is the highest, respect for other cultures is the second highest, whereas interaction confidence, interaction enjoyment and interaction attentiveness are relatively the lowest. The findings show significant differences among female and male teachers in the interaction enjoyment dimension, i.e., female EFL teachers have more interaction enjoyment than male teachers. However, the study reveals no significant differences among the education levels, teaching experiences, and teaching levels of EFL teachers in IS. The suggestion is directed to teachers to find good ways to establish a productive environment that promotes their IS level. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01