Jul 2026· ELT research journal· Vol 15, pp. 84-106· 0 citations· 15 references
Abstract
This study reports on pre-service English teachers’ opinions about cultural and linguistic diversity as important components of intercultural competence. It also investigates the extent to which their opinions are reflective of their intercultural competence levels. The results indicate a noteworthy relationship between the participants’ intercultural competence (IC) and their opinions regarding different intercultural practices and use of different English varieties in English language teaching. The results also reveal that most of the participants do not have a liquid and dynamic understanding of culture, but rather a traditional one, with views like native standard English varieties and native target cultures are the only valid options in language classes.
This study analyzes ICC representation in the Global Success - Grade 11 English textbook, an official resource widely used in Vietnamese high schools. Drawing on Byram’s (1997) ICC framework, a systematic content analysis was conducted to examine all tasks across ten units, focusing on eight ICC dimensions. The findings reveal that despite improvements over earlier materials, the textbook prioritizes linguistic competence and intercultural knowledge over the comprehensive development of ICC. The cultural content mainly conveys factual information rather than promoting active engagement and meaningful intercultural interaction. Besides, critical cultural awareness and intercultural attitudes are underdeveloped. These findings point out a gap between educational policy and textbook development, thereby providing methodological and pedagogical recommendations for teachers using this textbook.
Thành Ha Cong, Giang Dang Ngan· Tạp chí Khoa học Ngoại ngữ· 0 citations
Objective: Analyze how integrative cultural tasks can improve students’ intercultural awareness, digital competence, and understanding of the “world of English” in the United States, the United Kingdom, and other English-speaking countries. Methods: A thematic analysis was conducted to identify recurring perceptions and experiences regarding cultural learning and intercultural competence. Nine students from the BA Program in English Teaching were conveniently selected. They accomplished a cultural awareness project focused on researching an English-speaking community. Data were collected through students’ projects and semi-structured interviews. Findings: It was revealed that students developed a great awareness of linguistic and cultural diversity, improved motivation to learn English, and enhanced appreciation for foreign and Mexican cultures. Conclusion: Cultural competence should be integrated transversally throughout English Programs using authentic materials, technology, and intercultural projects that promote inclusion, empathy, critical thinking, and global communication skills.
Isaí Alí Guevara Bazán· Revista Iberoamericana de In...· 0 citations
The discourse of proficiency in English-language teacher education has been shaped by corporate demands for an ideal speaker. This discourse forces future English language teachers to meet rigid expectations that overlook their sociocultural traits, such as race, social class, and geographical location. This narrative case study draws on narrative frameworks and interviews to analyze how the social class of four English-language preservice teachers at a Colombian public university shapes their experiences of language proficiency. Findings suggest that participants experienced proficiency differently depending on their social class, cultural dispositions, and individual differences. Their stories deconstruct the taken-for-granted concept of proficiency and unveil broader sociocultural and political implications for English-language teacher education.
Jhooni Albeiro Quintero-González, José David Largo-Rodríguez, Adriana Castañeda-Londoño· Profile Issues in Teachers'...· 0 citations
Language textbooks do more than facilitate linguistic development; they also mediate learners’ encounters with the cultural communities represented through the target language. This role becomes particularly significant in advanced foreign-language education, where learners are expected to engage critically with complex social, political, and cultural representations. This qualitative study examines how advanced learners of Arabic perceived and negotiated cultural representations in Al-Kitaab fii Ta'allum al-'Arabiyya, Part Three, with particular attention to whether the textbook challenged or reinforced pre-existing stereotypes about Arab cultures. The study draws on focus-group data collected from eight advanced American learners of Arabic specializing in diplomacy and politics at a language center in Rabat, Morocco. Participants had extensive experience using the textbook during their advanced Arabic studies. The focus-group discussion was audio-recorded, transcribed, anonymized, and subjected to iterative qualitative content analysis. Findings indicate a complex relationship between textbook representation and learner perception. Participants acknowledged the textbook’s contribution to introducing cultural, historical, and political issues related to the Arab world, yet they also perceived some representations as insufficiently diverse or critically contextualized. Rather than consistently disrupting pre-existing assumptions, certain representations were perceived as potentially confirming simplified understandings of Arab societies. Learners particularly emphasized the need for greater regional diversity, authentic voices, contemporary perspectives, sustained self-reflection, and opportunities for direct intercultural engagement. The findings suggest that cultural representation in advanced language textbooks should move beyond exposure to cultural information toward pedagogical practices that actively encourage learners to interrogate, reassess, and complicate their prior assumptions. The study contributes to discussions of textbook evaluation, intercultural learning, and cultural representation in Arabic-as-a-foreign-language education.
Jaouhara Elmzandi· International Journal of Lan...· 0 citations
Research on non-native English-speaking teachers (NNESTs) and writing feedback has rarely examined how students’ perceptions of multilingual instructors shape feedback uptake. This critical literature review synthesizes scholarship from composition studies, second language writing, translingualism, and NNEST research to examine this relationship in first-year composition. The review argues that native-speaker ideologies may shape perceptions of instructor credibility in ways that could influence students’ willingness to trust and apply feedback during revision. It identifies a significant gap in existing scholarship and calls for empirical research and pedagogical practices that promote linguistic justice, multilingualism, and equitable writing instruction in higher education.
Mustapha Bannerman· Journal for Language Teachin...· 0 citations
This exploratory qualitative study investigated pre-service teachers’ intentions to enact Global Englishes Language Teaching after engaging in the Global Empowerment Project, an overseas teaching and service-learning program. This is important because the prevalence of global Englishes renders a traditional, first-language-normative approach to English language teaching inadequate since it does not reflect authentic English communication. Eleven Hong Kong-based participants traveled to Indonesia where they taught English and worked with international peers on a community service project. Thematic analysis applied to their written reflections suggested that the Global Empowerment Project experience enhanced participants’ intentions to include Global Englishes Language Teaching in their future teaching. Three interconnected themes influenced these intentions: authentic global Englishes communicative experiences, awareness raising about global Englishes, and a concomitant change in attitudes towards standardized and global Englishes varieties. Engaging in guided reflection was a critical component. Language teacher education programs can consider adopting similar interventions, in person or online, to support pre- and in-service teachers’ knowledge of global Englishes and ability to incorporate Global Englishes Language Teaching into their classrooms. The study demonstrates practices that contributed to the success of the program which can be built upon, including a three-stage framework with a reflective experiential component built around Kolb’s Experiential Learning Cycle.