Pre-Service Language Teachers’ Knowledge and Practices of Intercultural Communicative Competence

Main Article Content

María Teresa Esteban-Núñez

Abstract

This paper reports a descriptive case study developed in an English language teaching program at a public university in Colombia. The purpose of this study was to disclose what knowledge a group of pre-service teachers had about intercultural communicative competence and how they considered their approach to this competence in the English classes they had planned during their final pedagogical practicum. The instruments used to collect data were documents, interviews, and a survey. The outcomes were meaningful for the participants as well as for the researcher since it was possible to identify that pre-service teachers understand this competence as a visible concept to be approached in the classes, mainly to refer to and learn about other cultures different from the Colombian and Boyacense ones. It was also identified that the intercultural communicative competence was considered, by these pre-service teachers, as the “dressing” to change the taste of the class. 

Article Details

How to Cite
Esteban-Núñez, M. T. (2021). Pre-Service Language Teachers’ Knowledge and Practices of Intercultural Communicative Competence. HOW Journal, 28(1), 11-29. https://doi.org/10.19183/how.28.1.596
Section
Research Reports
Author Biography

María Teresa Esteban-Núñez, Universidad Pedagógica y Tecnológica de Colombia

She holds a BA in Modern Languages and an MA in Language Teaching from Universidad Pedagógica y Tecnológica de Colombia. She is a full-time teacher-researcher in the undergraduate and postgraduate programs at the same University. She is a member of the research group Knowledge in Action (KIA).

References

Barletta, N. (2009). Intercultural competence: Another challenge. Profile: Issues in Teachers’ Professional Development, 11(1), 143-158.
Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. Paige (Ed.), Education for the intercultural experience (pp. 21–71). Intercultural Press.
Bueno, A. (1996). Sociolinguistic and sociocultural competence, in N. McLaren & D. Madrid, A Handbook for TEFL (pp. 345-373). Alcoy Marfil.
Burns, A. (1995). Teacher researchers: Perspectives on teacher action research and curriculum renewal. In A. Burns & S. Hood (Eds.), Teacher‘s Voices: exploring course design in a changing curriculum (pp. 3-20). National Centre for English Language Teaching and Research.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching. Council of Europe.
Cohen, L., & Manon, L. (1995). Research methods in education (4th ed.). Routledge.
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266. https://doi/10.1177/1028315306287002
Esteban, M. (2014). Exploring critical literacies in a literature and culture class. Enletawa Journal, 7, 23-40.
Freeman, L. (1998). Doing teacher-research: From inquiry to understanding. Heinle & Heinle.
Gómez, L. (2012). Fostering intercultural communicative competence through reading authentic literary texts in an advanced Colombian EFL classroom: A constructivist perspective. Profile: Issues in Teachers’ Professional Development, 14(1), 49-66.
Huertas, A. (2014). Pre-service teachers’ understandings of teaching culture in an EFL class [Unpublished Master’s dissertation]. Universidad Pedagógica y Tecnológica de Colombia.
Jokikokko, K. (2010). Teachers’ intercultural learning and competence [Unpublished doctoral dissertation]. The University of Oulu.
Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.
Kramsch, C. (2013). Culture in foreign language teaching. Iranian Journal of Language Teaching Research, 1(1), 57-78.
Lázár, I. et al. (Eds.) (2007). Developing and assessing intercultural communicative competence: A guide for language teachers and teacher educators, Languages for Social Cohesion. Council of Europe Publishing.
Liddicoat, A. (2002). Static and dynamic views of culture and intercultural language acquisition. Babel, 36(3), 4–11.
Marshall, C., & Rossman, G. B. (2011). Designing qualitative research. Sage.
Merriam, S. B. (2009). Qualitative research. Jossey Bass.
Olaya, A. & Gómez, L. (2013). Exploring EFL pre-service teachers’ experience with cultural content and intercultural communicative competence at three Colombian universities. Profile: Issues in Teachers’ Professional Development, 15(2), 49-67.
Ramos, B. (2013). Towards the development of intercultural competence skills: A pedagogical experience with pre-service teachers. HOW Journal, 20, 206-225.
Rico, C. (2012). Language teaching materials as mediators for ICC development. Signo y Pensamiento, Documentos de investigación, 30, 130-154.
Wallace, M. (1991). Training foreign language teachers: A reflective approach. Cambridge University Press.