Volume 1, Issue 3 December 2018, pp. 100–109
Critical intercultural communication education: cultural analysis and pedagogical applications
With continuous advances in communication, technology, and increased mobility, intercultural communication competence has become an essential element to address in foreign and second language education (Kramsch, 2013, Liddicoat & Scarino, 2013). This paper proposes a pedagogical approach to intercultural language education that utilizes the students' L1 (i.e., Persian) to facilitate cultural awareness and successful intercultural communication. A cultural analysis model is used to show how L1 cultural values contribute to politeness and speech act realization patterns and how that knowledge can be used when making sense of the pragmatics of other languages. Specifically, we place emphasis on learners' critical awareness and appreciation of their own cultural values and language in order to be able to develop heightened sensitivity to the potential influence of cultural assumptions on communication. Our approach aligns well with the current shift towards critical pedagogy which encourages learners to be critically reflective (Kumaravadivelu, 2008) with awareness and appreciation of their own local cultural values and critical awareness of other cultures. After discussing how cultural conceptualisations of face and politeness influence the use of pragmatics and speech act realization patterns in Persian, we suggest a number of pedagogical activities to raise students' meta-pragmatic awareness and capacity for reflecting on relationships between language use and culture.
© Sofia A. Koutlaki, Zohreh R. Eslami
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Koutlaki, S.A., & Eslami, Z.R. (2018). Critical intercultural communication education: cultural analysis and pedagogical applications. Intercultural Communication Education, 1(3), 100–109. https://doi.org/10.29140/ice.v1n3.110
Negotiating intercultural spaces and teacher identity in an internationalised school in Shanghai
Intercultural Communication Education Published: 23 August, 2019, Volume 2(2), 59–70.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99.
Strategy use, self-efficacy beliefs, and self-regulatedness in adult foreign language learning
Australian Journal of Applied Linguistics Published: 26 August, 2020, Volume 3(2), 152–167.
Engagement with technology: Gaming, immersion and sub-optimal experiences
Alastair Henry, Cecilia Thorsen
Technology in Language Teaching & Learning Published: 21 December, 2019, Volume 1(2), 52–67.
In pursuit of intercultural competence: Exploring self-awareness of EFL pupils in a lower-secondary school in Norway
Intercultural Communication Education Published: 23 December, 2020, Volume 3(3), 118–140.
Language, diversity and culturally responsive education
Ann E. Lopez
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 3–13.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 1–16.
The Council of Europe Reference Framework of Competences for Democratic Culture:
Ideological refractions, othering and obedient politics
Ashley Simpson, Fred Dervin
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), 102–119.
Theory of Mind development and narrative writing: A longitudinal study
Birgitta E. Svensson
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), 118–134.