Intercultural communicative competence: Are Greek EFL teachers ready?
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Evangelia Petosi
und
Ioannis Karras
Abstract
Over the years and because of globalization, English has undoubtedly become an international language, a lingua franca. In this interconnected context, a new reality for the EFL educators has arisen: the need to prepare learners for intercultural encounters, that is being able to learn and use English, for effective and appropriate interaction with other native or non-native speakers of English worldwide. It is, thus, imperative that teachers become aware of the importance of this competence so they can adapt their teaching approaches and incorporate them in the EFL classroom.
This exploratory study investigated the beliefs and attitudes of EFL teachers, with regards to incorporating intercultural communicative competence (ICC) in their classroom. The aim of this study was to gain more understanding of the current status of teaching English for Intercultural Communication in the Greek EFL state classroom in terms of teachers’ understandings and attitudes towards cultural teaching and ICC. To this end, an online questionnaire with closed questions was employed to collect data from sixty-two EFL teachers teaching at Greek state schools. Statistical analyses showed that EFL teachers have high appreciation of integrating ICC in English teaching. Moreover, they seem highly value the affective and behavioural components of this competence. These findings are hoped to contribute to a better understanding of intercultural teaching in ELT so that implications should be made to enhance the quality of ELT in Greece.
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Artikel in diesem Heft
- Frontmatter
- Frontmatter
- Editorial
- Intercultural communicative competence: Are Greek EFL teachers ready?
- Construction of difference and homogeneity: Teacher narratives about diversity in the Luxembourgish school system
- The role of beliefs in teacher professionalisation for multilingual classroom settings
- Including multiple languages in secondary education: A translanguaging approach
- Translanguaging through an advocacy lens: The roles of multilingual classroom assistants in Sweden
- Project Report
- Language education professionals in multilingual ECEC institutions – Sprach-bildungsprofis in mehrsprachigen Kitas
Artikel in diesem Heft
- Frontmatter
- Frontmatter
- Editorial
- Intercultural communicative competence: Are Greek EFL teachers ready?
- Construction of difference and homogeneity: Teacher narratives about diversity in the Luxembourgish school system
- The role of beliefs in teacher professionalisation for multilingual classroom settings
- Including multiple languages in secondary education: A translanguaging approach
- Translanguaging through an advocacy lens: The roles of multilingual classroom assistants in Sweden
- Project Report
- Language education professionals in multilingual ECEC institutions – Sprach-bildungsprofis in mehrsprachigen Kitas
