Promoting Cross-Culturalism in the EFL Context: A Teacher’s Perspective

Quanisha Charles

doi:doi:10.11648/j.ijll.s.2014020501.16

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Promoting Cross-Culturalism in the EFL Context: A Teacher’s Perspective

Quanisha Charles

Published in International Journal of Language and Linguistics (Volume 2, Issue 5-1)

Received: 29 July 2014 Accepted: 28 August 2014 Published: 22 November 2014

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Abstract

Promoting cross-culturalism in the EFL context is imperative in today’s global society. EFL teachers should be prepared not only to raise cultural awareness and promote cross-cultural learning, but also to develop tools that evaluate cross-cultural competency and analyze student attitudes toward cross-culturalism. Due to a lack of interaction and exposure to diversified cultures within the EFL context, cross-cultural learning is explained as a major component that must be facilitated by Native English Teachers (NETs). NETs are noted as key sources to promoting cross-cultural learning and helping students gain cultural awareness through cross-cultural interaction. Cross-cultural competency is mentioned as a learning process that can be attained through consistent exposure and interaction with a dissimilar culture. It is suggested that NETs incorporate interactive lessons aimed to incite cultural awareness, promote cross-cultural learning, and enhance cross-cultural competency, as a means of fostering growth and helping students quickly adapt to environments that are culturally differentiated. The implementation of assessing student cross-cultural competency levels based upon interactions with NETs is highly recommended. Cross-cultural assessments that are created based upon interactions between the student and NETs are highlighted as an essential element to solidifying cross-cultural competency. Cross-cultural assessments are also noted as a consequential component that is often overlooked or disregarded as trivial within the EFL context. The implications for teaching cross-culturalism in the EFL classroom are essentialized, along with the ramifications of cross-cultural assessments.

Published in	International Journal of Language and Linguistics (Volume 2, Issue 5-1) This article belongs to the Special Issue Teaching English as a Foreign/Second Language
DOI	10.11648/j.ijll.s.2014020501.16
Page(s)	39-46
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Cross-Cultural Learning, Cross-Cultural Teaching, Cross-Cultural Assessments, EFL

References

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[2]	Brake, T., Walker, D. M., & Walker, T. (1995). Doing business internationally: The guide to cross-cultural success. New York, NY.
[3]	Byeol, K. S. (2013). Excuse my Konglish. Retrieved from http://www.iafor.org/offprints/acll2013-offprints/ACLL2013_Offprint_0138.pdf
[4]	Cross, T., Bazron, B., Dennis, K W., Isaaca, M R. (1989). Towards a culturally competent system of care, Washington D.C: Georgetown University Child Development Center. Retrieved from http://files.eric.ed.gov/fulltext/ED330171.pdf
[5]	Cubukcu, F. (2013). Pre-service English teachers’ intercultural sensitivity. International Journal of Human Sciences, 10(1), 832-843.
[6]	Díaz-Rico, L. T. (2008). A course for teaching English language learners. Boston, MA: Pearson Education, Inc.
[7]	Díaz-Rico, L. T., & Weed, K. Z. (2010). The crosscultural, language, and academic development handbook: A complete K-12 reference guide (4th ed.). Boston, MA: Allyn and Bacon.
[8]	Fotovatnia, Z. & Namioo, M. (2013). The effects of cooperative versus competitive words games on EFL learners’ vocabulary gain, motivation, and class atmosphere. Mediterranean Journal of Social Sciences, 4(1), 189-208. doi:10.5901/mjss.2013.v4n1p189
[9]	Kramsch, C. (2003). Language, culture, and voice in the teaching of English as a foreign language. English Language Teaching, 8(1), 4-21.
[10]	Kratzke, C. & Bertolo, M. (2013). Enhancing students’ cultural competence using cross-cultural experiential learning. Journal of Cultural Diversity, 20(3), 107-111.
[11]	Herrera, S. G., Murry, K.G., & Cabral, R. M. (2007). Assessment accommodations for classroom teachers. Boston, MA: Pearson Education, Inc.
[12]	Seargeant, P. (2012). Exploring world Englishes: Language in a global context. Abingdon: Routledge.
[13]	Song-Ae, H. (2005). Good teachers know where to scratch when learners feel itchy: Korean learners’ views of native-speaking teachers of English. Australian Journal of Education (ACER Press), 49(2), 197-213.
[14]	Sybing, R. (2011). Assessing perspectives on culture in EFL education. ELT Journal: English Language Teachers Journal, 65(4), 467-469.
[15]	The United Church of Canada. (2011). Defining multicultural, cross-cultural, and intercultural. Retrieved from http://www.united-church.ca/files/intercultural/multicultural-crosscultural-intercultural.pdf
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[17]	UTAS. (2012). Cross cultural awareness and communication. Retrieved from the University of Tasmania student centre website: http://www.utas.edu.au/__data/assets/pdf_file/0018/11538/Cross-Cultural-Awareness.pdf
[18]	Van de Vijver, F.R. (2002).Cross-Cultural Assessment: Value for money? Applied Psychology: An International Review, 51(4), 545-566.
[19]	Zhao, B. (2010). How to enhance cross-cultural awareness in TEFL. Cross-Cultural Communication, 6(2), 100-104.

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Quanisha Charles. (2014). Promoting Cross-Culturalism in the EFL Context: A Teacher’s Perspective. International Journal of Language and Linguistics, 2(5-1), 39-46. https://doi.org/10.11648/j.ijll.s.2014020501.16

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Quanisha Charles. Promoting Cross-Culturalism in the EFL Context: A Teacher’s Perspective. Int. J. Lang. Linguist. 2014, 2(5-1), 39-46. doi: 10.11648/j.ijll.s.2014020501.16

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AMA Style

Quanisha Charles. Promoting Cross-Culturalism in the EFL Context: A Teacher’s Perspective. Int J Lang Linguist. 2014;2(5-1):39-46. doi: 10.11648/j.ijll.s.2014020501.16

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@article{10.11648/j.ijll.s.2014020501.16,
  author = {Quanisha Charles},
  title = {Promoting Cross-Culturalism in the EFL Context: A Teacher’s Perspective},
  journal = {International Journal of Language and Linguistics},
  volume = {2},
  number = {5-1},
  pages = {39-46},
  doi = {10.11648/j.ijll.s.2014020501.16},
  url = {https://doi.org/10.11648/j.ijll.s.2014020501.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.s.2014020501.16},
  abstract = {Promoting cross-culturalism in the EFL context is imperative in today’s global society. EFL teachers should be prepared not only to raise cultural awareness and promote cross-cultural learning, but also to develop tools that evaluate cross-cultural competency and analyze student attitudes toward cross-culturalism. Due to a lack of interaction and exposure to diversified cultures within the EFL context, cross-cultural learning is explained as a major component that must be facilitated by Native English Teachers (NETs). NETs are noted as key sources to promoting cross-cultural learning and helping students gain cultural awareness through cross-cultural interaction. Cross-cultural competency is mentioned as a learning process that can be attained through consistent exposure and interaction with a dissimilar culture. It is suggested that NETs incorporate interactive lessons aimed to incite cultural awareness, promote cross-cultural learning, and enhance cross-cultural competency, as a means of fostering growth and helping students quickly adapt to environments that are culturally differentiated. The implementation of assessing student cross-cultural competency levels based upon interactions with NETs is highly recommended. Cross-cultural assessments that are created based upon interactions between the student and NETs are highlighted as an essential element to solidifying cross-cultural competency. Cross-cultural assessments are also noted as a consequential component that is often overlooked or disregarded as trivial within the EFL context. The implications for teaching cross-culturalism in the EFL classroom are essentialized, along with the ramifications of cross-cultural assessments.},
 year = {2014}
}

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TY  - JOUR
T1  - Promoting Cross-Culturalism in the EFL Context: A Teacher’s Perspective
AU  - Quanisha Charles
Y1  - 2014/11/22
PY  - 2014
N1  - https://doi.org/10.11648/j.ijll.s.2014020501.16
DO  - 10.11648/j.ijll.s.2014020501.16
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
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PB  - Science Publishing Group
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AB  - Promoting cross-culturalism in the EFL context is imperative in today’s global society. EFL teachers should be prepared not only to raise cultural awareness and promote cross-cultural learning, but also to develop tools that evaluate cross-cultural competency and analyze student attitudes toward cross-culturalism. Due to a lack of interaction and exposure to diversified cultures within the EFL context, cross-cultural learning is explained as a major component that must be facilitated by Native English Teachers (NETs). NETs are noted as key sources to promoting cross-cultural learning and helping students gain cultural awareness through cross-cultural interaction. Cross-cultural competency is mentioned as a learning process that can be attained through consistent exposure and interaction with a dissimilar culture. It is suggested that NETs incorporate interactive lessons aimed to incite cultural awareness, promote cross-cultural learning, and enhance cross-cultural competency, as a means of fostering growth and helping students quickly adapt to environments that are culturally differentiated. The implementation of assessing student cross-cultural competency levels based upon interactions with NETs is highly recommended. Cross-cultural assessments that are created based upon interactions between the student and NETs are highlighted as an essential element to solidifying cross-cultural competency. Cross-cultural assessments are also noted as a consequential component that is often overlooked or disregarded as trivial within the EFL context. The implications for teaching cross-culturalism in the EFL classroom are essentialized, along with the ramifications of cross-cultural assessments.
VL  - 2
IS  - 5-1
ER  -

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Author Information

Quanisha Charles

English Dept., Composition & TESOL, Indiana, USA

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Plain Text BibTeX RIS

APA Style

Quanisha Charles. (2014). Promoting Cross-Culturalism in the EFL Context: A Teacher’s Perspective. International Journal of Language and Linguistics, 2(5-1), 39-46. https://doi.org/10.11648/j.ijll.s.2014020501.16

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ACS Style

Quanisha Charles. Promoting Cross-Culturalism in the EFL Context: A Teacher’s Perspective. Int. J. Lang. Linguist. 2014, 2(5-1), 39-46. doi: 10.11648/j.ijll.s.2014020501.16

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AMA Style

Quanisha Charles. Promoting Cross-Culturalism in the EFL Context: A Teacher’s Perspective. Int J Lang Linguist. 2014;2(5-1):39-46. doi: 10.11648/j.ijll.s.2014020501.16

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@article{10.11648/j.ijll.s.2014020501.16,
  author = {Quanisha Charles},
  title = {Promoting Cross-Culturalism in the EFL Context: A Teacher’s Perspective},
  journal = {International Journal of Language and Linguistics},
  volume = {2},
  number = {5-1},
  pages = {39-46},
  doi = {10.11648/j.ijll.s.2014020501.16},
  url = {https://doi.org/10.11648/j.ijll.s.2014020501.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.s.2014020501.16},
  abstract = {Promoting cross-culturalism in the EFL context is imperative in today’s global society. EFL teachers should be prepared not only to raise cultural awareness and promote cross-cultural learning, but also to develop tools that evaluate cross-cultural competency and analyze student attitudes toward cross-culturalism. Due to a lack of interaction and exposure to diversified cultures within the EFL context, cross-cultural learning is explained as a major component that must be facilitated by Native English Teachers (NETs). NETs are noted as key sources to promoting cross-cultural learning and helping students gain cultural awareness through cross-cultural interaction. Cross-cultural competency is mentioned as a learning process that can be attained through consistent exposure and interaction with a dissimilar culture. It is suggested that NETs incorporate interactive lessons aimed to incite cultural awareness, promote cross-cultural learning, and enhance cross-cultural competency, as a means of fostering growth and helping students quickly adapt to environments that are culturally differentiated. The implementation of assessing student cross-cultural competency levels based upon interactions with NETs is highly recommended. Cross-cultural assessments that are created based upon interactions between the student and NETs are highlighted as an essential element to solidifying cross-cultural competency. Cross-cultural assessments are also noted as a consequential component that is often overlooked or disregarded as trivial within the EFL context. The implications for teaching cross-culturalism in the EFL classroom are essentialized, along with the ramifications of cross-cultural assessments.},
 year = {2014}
}

Copy | Download

TY  - JOUR
T1  - Promoting Cross-Culturalism in the EFL Context: A Teacher’s Perspective
AU  - Quanisha Charles
Y1  - 2014/11/22
PY  - 2014
N1  - https://doi.org/10.11648/j.ijll.s.2014020501.16
DO  - 10.11648/j.ijll.s.2014020501.16
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 39
EP  - 46
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.s.2014020501.16
AB  - Promoting cross-culturalism in the EFL context is imperative in today’s global society. EFL teachers should be prepared not only to raise cultural awareness and promote cross-cultural learning, but also to develop tools that evaluate cross-cultural competency and analyze student attitudes toward cross-culturalism. Due to a lack of interaction and exposure to diversified cultures within the EFL context, cross-cultural learning is explained as a major component that must be facilitated by Native English Teachers (NETs). NETs are noted as key sources to promoting cross-cultural learning and helping students gain cultural awareness through cross-cultural interaction. Cross-cultural competency is mentioned as a learning process that can be attained through consistent exposure and interaction with a dissimilar culture. It is suggested that NETs incorporate interactive lessons aimed to incite cultural awareness, promote cross-cultural learning, and enhance cross-cultural competency, as a means of fostering growth and helping students quickly adapt to environments that are culturally differentiated. The implementation of assessing student cross-cultural competency levels based upon interactions with NETs is highly recommended. Cross-cultural assessments that are created based upon interactions between the student and NETs are highlighted as an essential element to solidifying cross-cultural competency. Cross-cultural assessments are also noted as a consequential component that is often overlooked or disregarded as trivial within the EFL context. The implications for teaching cross-culturalism in the EFL classroom are essentialized, along with the ramifications of cross-cultural assessments.
VL  - 2
IS  - 5-1
ER  -

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