Intercultural learning and identity development as a form of teacher development through study abroad
Narratives from English language practitioners
Bibliographic Data
| ID | 12112835 |
|---|---|
| Authors | F Fang (0000-0002-4210-9042, Shantou University, corresponding author), Troy Mcconachy (0000-0003-0556-6786, University of Warwick), Rui Yuan (0000-0002-6603-6423, University of Macau) |
| Year | 2024 |
| Volume | 37 |
| Issue | 2 |
| Pages | 247-266 |
| Publication date | 2024-03-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Culture and Curriculum (JOURNAL) |
| Journal identifiers | ISSN: 0790-8318 • E-ISSN: 1747-7573 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/07908318.2024.2323453 |
| OpenAlex | W4392511832 |
| Language | EN |
| Citations received | 5 |
| References cited | 46 |
The spread of English and its increasing importance in intercultural encounters have challenged essentialist perspectives of culture in English language teaching. In addition to using English as a means of communication, students are expected to develop intercultural awareness, which allows them to analyse and reflect on their intercultural encounters and to participate in social activities. Such a need draws great attention to language teachers' perceptions of and engagement in intercultural teaching. As a narrative inquiry, this paper examines the reflections of English language practitioners who have returned from an overseas study experience and have become English language teachers in China. It focuses on their study abroad experiences, encompassing both their achievements and challenges in the context of intercultural learning, and examines how these experiences have influenced their current involvement in intercultural teaching. The findings help shed light on the shifts in teachers' perceptions of intercultural encounters and how the processes of making sense of intercultural experiences inform their orientation towards intercultural learning. The paper considers the importance of helping teachers use their experiential understanding of language and culture to generate a critical pedagogical stance to promote intercultural education
Aesthetics · Art · Identity (music · Intercultural learning · Language acquisition · Linguistics · Mathematics education · Narrative · Pedagogy · Sociology · Study abroad · EFL/ESL Teaching and Learning · Global Education and Multiculturalism · Philosophy · Psychology · Second Language Learning and Teaching
English as a Lingua Franca in the International University
Identity and Language Learning
Culture and Identity through English as a Lingua Franca
Qualitative Inquiry in Tesol
Intercultural Language Teaching and Learning
Increasing teachers’ intercultural competences in teacher preparation programs and through professional development
Re-Positioning Accent Attitude in the Global Englishes Paradigm
Relational challenges in an intercultural volunteer programme in Jordan
Ideology and identity debate of English in China
Translating intercultural experiences into pedagogic insights
Teaching and Assessing Intercultural Communicative Competence
Dominic’s Story
Pre-Service Teachers’ Learning about Language Learning and Teaching
Investments and Identities across Contexts
Your pronunciation is really good’
Agency and power in intercultural communication
Exploring teachers’ perceptions and practices of intercultural education in an international school
Teaching for transformation
Critically engaging with cultural representations in foreign language textbooks
An argument for love in intercultural education for teacher education
So maybe I’m a global citizen’
Dominance of Anglo-American cultural representations in university English textbooks in China
Experiencing Chinese education
Reflective learning and identity construction in practice, discourse and activity
ESL student teachers' perceptions of a short-term overseas immersion programme
Chinese students' multilingual identity constructions after studying abroad
Pushing the edge in narrative inquiry
The anti-apprenticeship of observation
Identity and a Model of Investment in Applied Linguistics
Research tasks on identity in language learning and teaching
Willingness to Communicate in English
Teaching English through pedagogical translanguaging
| Unique citing works | 5 |
|---|---|
| Citations per year | 2.5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |