Implementing Backward Design to Foster Intercultural Communicative Competence in Textbook-Based Curricula: A Proposed Framework for English Language Practitioners

Autor/in	Ibrahim, Hiba B.
Titel	Implementing Backward Design to Foster Intercultural Communicative Competence in Textbook-Based Curricula: A Proposed Framework for English Language Practitioners
Quelle	In: Intercultural Communication Education, 5 (2022) 1, S.1-16 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Intercultural Communication; Communicative Competence (Languages); Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Textbooks; Guidelines; Cultural Awareness; Lesson Plans; Foreign Countries; Instructional Design; Metacognition; Empathy; Perspective Taking; Learning Activities; Curriculum Design; Jordan + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Textbook; Text book; Schulbuch; Lehrbuch; Richtlinien; Cultural identity; Kulturelle Identität; Lesson planning; Unterrichtsplanung; Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Empathie; Zukunftsperspektive; Lernaktivität; Lehrplangestaltung
Abstract	Teaching intercultural communicative competence (ICC) is still a challenging goal to achieve in English as a Second/Foreign Language (ESL/EFL) education. ESL/EFL instructors teaching in textbook-based educational contexts require more tangible approaches to designing and implementing purposeful intercultural language teaching that amplifies the desired ICC goals. This article proposes the use of a backward design-inspired framework as an effective approach to foster ESL/EFL students' intercultural skills through the development and implementation of supplementary ICC materials. The article explains how specific ICC dimensions can be enhanced and complemented through a proposed four-stage framework, helping instructors identify intercultural learning gaps in the assigned curriculum, identify desired results for intercultural learning, determine assessment evidence, and plan supplementary intercultural learning experiences and instruction. The article provides an example of implementing this framework to support ICC development in an ESL/EFL teaching context in Jordan and concludes with some pragmatic insights for implementing the framework in similar ESL/EFL teaching contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01