Intercultural Learning in English as Foreign Language Instruction: The Importance of Teachers' Intercultural Experience and the Usefulness of Precise Instructional Directives

Autor/inn/en	Gobel, Kerstin; Helmke, Andreas
Titel	Intercultural Learning in English as Foreign Language Instruction: The Importance of Teachers' Intercultural Experience and the Usefulness of Precise Instructional Directives
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 8, S.1571-1582 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2010.05.008
Schlagwörter	Foreign Countries; Intercultural Communication; Language Teachers; German; English (Second Language); Second Language Instruction; Secondary School Teachers; Academic Achievement; Student Evaluation; Teacher Evaluation; Video Technology; Teacher Characteristics; Multicultural Education; Cultural Pluralism; Teacher Effectiveness; Germany + Suchen Sie Ihr Suchwort? Ausland; Interkulturelle Kommunikation; Language teacher; Sprachunterricht; Deutscher; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schulleistung; Schulnote; Studentische Bewertung; Teacher appraisal; Lehrerbeurteilung; Multikulturelle Erziehung; Kulturpluralismus; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Deutschland
Abstract	The development of intercultural competence, especially in foreign language instruction, is considered a key goal of teaching in German schools. The present article sheds light on the teaching of intercultural topics in the context of English as a foreign language (EFL). It presents the results of an analysis of data from a larger study (DESI study--Assessment of Student Achievements in German and English as a Foreign Language) bringing the intercultural experience of teachers and observable aspects of instruction into focus. Videotapes of EFL-classroom instruction of 9th and 10th grade students are analyzed in order to assess characteristic of the implementation of intercultural topics. The study reveals the impact of teachers' intercultural experience on the quality of their intercultural instruction. Furthermore, the results indicate that precise external directives for particular lessons can help teachers put intercultural topics into practice. (Contains 3 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10