"Excuse My Misunderstanding": Using Intercultural Approach to Teach English as a Foreign Language in France

Autor/in	Achieng, Stella A.
Titel	"Excuse My Misunderstanding": Using Intercultural Approach to Teach English as a Foreign Language in France
Quelle	In: International Journal on Social and Education Sciences, 3 (2021) 4, S.696-709 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Achieng, Stella A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2688-7061
Schlagwörter	Multicultural Education; English (Second Language); Second Language Instruction; Foreign Countries; Stereotypes; Verbal Communication; Grade 6; Student Participation; College Instruction; College Students; Middle School Students; France + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Klischee; School year 06; 6. Schuljahr; Schuljahr 06; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Hochschullehre; Collegestudent; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Frankreich
Abstract	In France, the intercultural approach has been largely associated with teaching French as a Foreign language due to the multicultural and multilingual nature of the classes. There is very little research on the use of such an approach in teaching English as a Foreign language. This is due to the fact that the majority, if not all the students, share a similar culture and common linguistic codes. The intercultural experience, in that case, is encountered through the English program as presented by the teacher, who in most cases is also French. This paper examines the use of the intercultural approach in teaching English as a foreign language (EFL) to French learners (middle school /university students) by a foreign teacher and the consideration of social representations (stereotypes) as a strategy to develop classroom participation in verbal communication. It discusses theoretical understanding of the intercultural approach and how this approach could be used in practice by drawing examples from the teacher and the learners' experiences. Data was collected through participatory observations and questioning. The research findings will show that using social representations as a strategy in intercultural approach can be instrumental to the development of verbal communication. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01