Professional Development for TESL Teachers: A Course in Transcultural Pragmatics

Autor/inn/en	Ngai, Phyllis; Janusch, Sandra
Titel	Professional Development for TESL Teachers: A Course in Transcultural Pragmatics
Quelle	In: TESL-EJ, 22 (2018) 3, (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Faculty Development; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Pragmatics; Intercultural Communication; Communicative Competence (Languages); Experiential Learning; Teacher Characteristics; Course Descriptions; Asians; Foreign Countries; Teaching Methods; Immersion Programs; South Korea + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Pragmalinguistik; Interkulturelle Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Experiental learning; Erfahrungsorientiertes Lernen; Kursstrukturplan; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Immersionsprogramm; Korea; Republik
Abstract	Awareness of transcultural pragmatics serves as the foundation for intercultural communicative competence. Explicit teaching of pragmatics in conjunction with intercultural communication training can contribute to the professional development of non-native English-speaking teachers. This article reports on an interdisciplinary attempt to develop a short-term professional development course for TESL teachers. The four-week course in transcultural pragmatics aimed to bring about efficient, learner-driven, experiential, and contextualized professional development through short-term immersion in an intercultural English-speaking environment. The goals of the designed course, introduced to TESL teachers from South Korea, were to (1) introduce pragmatics learning to teacher participants, (2) support participants' development of intercultural communicative competence during an immersion experience, and (3) facilitate preparation for teaching transcultural pragmatics. The authors conducted classroom research to evaluate the extent to which the course fulfilled the goals set forth. Nearly all of the twenty-five participating teachers self-reported an increase in pragmatics awareness and intercultural communicative competence by the end of the training. They also discovered new approaches for teaching transcultural pragmatics to their elementary students. This report concludes with insights for enhancing the effectiveness of a transcultural pragmatics course that fills a gap in English language teacher education. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01