Intercultural Teaching in the EFL Classroom -- The Polish Context

Autor/in	Sobkowiak, Pawel
Titel	Intercultural Teaching in the EFL Classroom -- The Polish Context
Quelle	In: International Journal of English Studies, 21 (2021) 2, S.1-28 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1578-7044
Schlagwörter	Intercultural Communication; English (Second Language); Second Language Learning; Second Language Instruction; Sociolinguistics; Teacher Attitudes; Positive Attitudes; Foreign Countries; Secondary School Students; Cultural Awareness; Critical Thinking; Thinking Skills; Teaching Methods; Language Teachers; Communicative Competence (Languages); Poland + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziolinguistik; Lehrerverhalten; Ausland; Sekundarschüler; Cultural identity; Kulturelle Identität; Kritisches Denken; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Polen
Abstract	The qualitative research reported in this article investigated whether and to what extent students' intercultural competence is developed in the English language classroom at the secondary education level in Poland. In interviews teachers demonstrated their positive attitudes toward intercultural teaching and decent knowledge of the issue. However, the teachers' narratives uncovered that they assigned the interculturality the secondary role, focusing on developing linguistic and sociolinguistic competences. The collected data revealed that students in class had very few opportunities to explore foreign cultures and compare/contrast one culture with another. There was a lack of attention to teaching that promotes critical thinking skills among learners along with activities which foster them. However, there is insufficient evidence that teachers can currently do anything more, given the context in which they work, their constraints and lack of training and support. The findings of the current study have clear implications for curriculum designers, textbook writers and institutions in charge of teacher training - EFL syllabuses, teaching materials and teacher training should focus more on developing students' intercultural and critical thinking skills. (As Provided).
Anmerkungen	University of Murcia. Department of English Philology Merced Campus, Calle Santo Cristo 1, Murcia 30071 Spain. Tel: +34-868-88-3406; Fax: +34-868-88-3409; e-mail: publicaciones@um.es; Web site: http://www.um.es/ijes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01