TOWARDS INTERCULTURAL COMPETENCE: MODELS AND FRAMEWORKS FOR DEVELOPING ESOL LEARNERS’ INTERCULTURAL COMPETENCE IN IRELAND

Main Article Content

Gyorgy Nagy

Abstract

Without the study of culture, second language acquisition is not complete (Kramsch, 1993). Teaching about culture raises the learners’ awareness of the target culture and compares it with the home culture, providing an intercultural competence (Ibid). Due to the growing number of immigrants in Ireland (CSO Ireland, 2017), there is also an increasing number of immigrant learners in the English for Speakers of Other Languages (ESOL) providers in Ireland. The successful integration of these learners into Irish society depends on the successful development of their intercultural competence. This paper aims to provide insight into the models and frameworks for developing intercultural competence through the use of English language teaching materials in an Irish context. The paper involves presenting four models-based frameworks. The frameworks consider increasing content knowledge, sharpening mental skills, fostering attitudinal skills and increasing awareness which constitute the four fundamental components of intercultural competence. The paper endeavours to contribute to the vibrant global conversation among professionals about how to develop intercultural competence. Most significantly, however, it attempts to support teachers in incorporating cultural elements into their teaching materials effectively and appropriately.

Article Details

Section
Articles
Author Biography

Gyorgy Nagy, University of Limerick, Ireland

György Nagy is a Hungarian PhD student in Teaching English to Speakers of Other Languages (TESOL) at the University of Limerick. His research explores the potential in materials for developing learners’ intercultural competence in an Irish context. György has been active in TESOL for many years.

References

Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J. & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). (L. W. Anderson & D. R. Krathwohl, Eds.). New York: Longman.

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. (B. S. Bloom, Ed.). New York: David McKay.

Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.

Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the Intercultural Dimension in Language Teaching a Practical Introduction for Teachers. Strasbourg: Council of Europe.

Byram, M., & Morgan, C. (1994). Teaching and Learning Language and Culture. Clevedon: Multilingual Matters.

CSO Ireland. (2017). Population and Migration Estimates April 2017. Retrieved May 30, 2018, from https://www.cso.ie/en/releasesandpublications/er/pme/populationandmigrationestimatesapril2017/

Deardorff, D. K. (2006). The Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization at Institutions of Higher Education in the United States. Journal of Studies in International Education, (10), 241–266.

Fantini, A. (2009). A central concern: developing intercultural competence. Journal of Psychology, 37(1), 54–61.

Fantini, A., & Tirmizi, A. (2006). Exploring and Assessing Intercultural Competence. World Learning Publications. Paper 1.

Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and Organizations: Software of the Mind. New York: McGraw-Hill.

Jordan, M. (2005). Learning English in Ireland. Dublin: Celtic Publications.

Kramsch, C. (1993). Teaching language along the cultural faultline. In Kramsch, C. (Ed.),

Context and Culture in Language Teaching (pp. 205-232). Oxford: Oxford University Press.

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives, the Classification of educational goals. Handbook II: Affective domain. New York: David McKay Co. Inc.

Mishan, F. (2005). Designing authenticity into language learning materials. Bristol: Intellect Books.

National Standards in Foreign Language Education Project. (2015). World-Readiness Standards for Learning Languages (4th ed.). Alexandria, VA: Author.

Varadkar, L. (2017). National Risk Assessment 2017: Overview of Strategic Risks. Dublin: Department of the Taoiseach.