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 finding...
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 an...
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...
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 comple...
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 t...
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-lang...
