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Primary Teachers Knowledge When Initiating Intercultural Communicative Competence

Primary Teachers Knowledge When Initiating Intercultural Communicative Competence

 Brunsmeier, Sonja.
 2017.
 p. 143–155. English
EnglishTeaching.
Tác giả CN Brunsmeier, Sonja.
Nhan đề Primary Teachers Knowledge When Initiating Intercultural Communicative Competence / Sonja Brunsmeier.
Thông tin xuất bản 2017.
Mô tả vật lý p. 143–155.
Tóm tắt In the classroom it is generally up to the teacher to put ICC into practice. This poses a big challenge for the primary teacher since currently only vague theoretical conceptions of this competence exist. According to Spitzberg and Chagnon (2009, p. 5), “conceptualizations of intercultural communication competence are highly diverse in their disciplines, terminologies, and scholarly and practical objectives.” What makes teaching ICC even more challenging is that these conceptions “are presented in universalist terms, i.e. independent of context and age of the learners” (Hu & Byram, 2009, p. xii). In the last decade more and more researchers have acknowledged this need and hence also provided concrete teaching ideas and materials (cf. Corbett, 2010; Mueller-Hartmann, Schocker, & Pant, 2013). Nevertheless, for the specific age group of young learners in the ELT context hardly any practical suggestions for initiating ICC exist.
Thuật ngữ chủ đề English-Teaching.
Từ khóa tự do English
Từ khóa tự do Teaching.
Nguồn trích Tesol Quarterly- Volume 51, Issue 1 March 2017.
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a In the classroom it is generally up to the teacher to put ICC into practice. This poses a big challenge for the primary teacher since currently only vague theoretical conceptions of this competence exist. According to Spitzberg and Chagnon (2009, p. 5), “conceptualizations of intercultural communication competence are highly diverse in their disciplines, terminologies, and scholarly and practical objectives.” What makes teaching ICC even more challenging is that these conceptions “are presented in universalist terms, i.e. independent of context and age of the learners” (Hu & Byram, 2009, p. xii). In the last decade more and more researchers have acknowledged this need and hence also provided concrete teaching ideas and materials (cf. Corbett, 2010; Mueller-Hartmann, Schocker, & Pant, 2013). Nevertheless, for the specific age group of young learners in the ELT context hardly any practical suggestions for initiating ICC exist.
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