Advertisement

Intercultural Teaching in the Polish Context

  • Paweł SobkowiakEmail author
Chapter
Part of the Second Language Learning and Teaching book series (SLLT)

Abstract

The aim of the paper is to justify the idea that in order to develop learners’ capacity to use a foreign language (FL) efficiently in the global world, the long established goals of FL teaching must be reconsidered and a more open-ended intercultural (IC), process-oriented approach adopted. Thus, language training, apart from the traditional work on teaching the four skills, should focus on developing learners’ IC competence and raising their awareness of difference and diversity among representatives of various cultures. Equally important is engaging learners in the process of decentering, acquiring desirable attitudes to otherness, fostering empathy, developing their ability to mediate and promoting tolerance. In the empirical part of the paper, the results of a quantitative study aimed at creating a profile of a high school FL learner in Poland and assessing whether and to what extent FL classroom in Poland is conducive to developing learners’ IC competence is reported. The results demonstrate that IC teaching plays a marginal role in the Polish FL classroom.

Keywords

Cultural Difference Foreign Language Soft Skill Foreign Culture School Visit 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgments

I would like to acknowledge and express my gratitude to Grażyna Kory-towska, PhD and Anna Melerowicz, PhD from Adam Mickiewicz University, Poznań, Poland for their help as expert raters.

References

  1. Bennett, M. J. 1986. Towards ethno-relativism: A developmental model of intercultural sensitivity. In Cross-cultural orientation: New conceptualizations and applications, ed. R. M. Paige, 27–70. New York: University Press of America.Google Scholar
  2. Bennett, J. M. and M. J. Bennett. 2004. Developing intercultural sensitivity: An integrative approach to global and domestic diversity. In Handbook of intercultural training. (third edition), eds. D. Landis, J. M. Bennett and M. J. Bennett 147–165. Thousand Oaks, CA: Sage.Google Scholar
  3. Bhawuk, D. P. and R. Brislin. 1992. The measurement of intercultural sensitivity using the concepts of individualism and collectivism. International Journal of Intercultural Relations 16: 413–436.Google Scholar
  4. Byram, M. 1997. Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.Google Scholar
  5. Byram, M. 2008. From foreign language education to education for intercultural citizenship: Essays and reflections. Clevedon: Multilingual Matters.Google Scholar
  6. Carbaugh, D. 1996. Situating selves: The communication of social identities in American scenes. Albany, NY: State University of New York Press.Google Scholar
  7. Crocker, L. J. and J. Algina. 1986. Introduction to classical and modern test theory. Orlando, FL: Harcourt, Brace and Janovich.Google Scholar
  8. Cupach, W. R. and T. Imahori. 1993. Identity management theory. In Intercultural communication competence, eds. R. L. Wiseman and J. Koester, 112–131. Newbury Park, CA: Sage.Google Scholar
  9. DeVellis, R. 1991. Scale development: Theory and applications. Thousand Oaks, CA: Sage.Google Scholar
  10. Forsman, L. 2010. EFL education in the new millennium: Focus on the promotion of awareness of difference and diversity. Scandinavian Journal of Education Research 54: 501–517.Google Scholar
  11. Hammer, M. R., J. M. Bennett and R. Wiseman. 2003. Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations 27: 421–443.Google Scholar
  12. Holmes, P. and G. O’Neill. 2012. Developing and evaluating intercultural competence: Ethnographies of intercultural encounters. International Journal of Intercultural Relations 36: 707–718.Google Scholar
  13. Kelly, G. 1963. A theory of personality: The psychology of personal constructs. New York: Norton.Google Scholar
  14. Kim, Y. Y. 2001. Becoming intercultural: An integrative theory of communication and cross-cultural adaptation. Thousand Oaks, CA: Sage.Google Scholar
  15. Kolb, D. A. 1984. Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
  16. Kramsch, C. 1998. Language and culture. Oxford: Oxford University Press.Google Scholar
  17. Kramsch, C. 2001. Intercultural communication. In The Cambridge guide to teaching English to speakers of other languages, eds. R. Carter and D. Nunan, 235–261. Cambridge: Cambridge University Press.Google Scholar
  18. Martin, J. N. and T. K. Nakayama. 2004. Intercultural communications in context. (third edition). Boston, MA: McCraw Hill.Google Scholar
  19. McKay, S. L. 2002. Teaching English as an international language: Rethinking goals and approaches. Oxford: Oxford University Press.Google Scholar
  20. Nunnally, J. 1994. Psychometric theory. (third edition). New York: McGraw-Hill.Google Scholar
  21. Risager, K. 2007. Language and culture pedagogy: From a national to a transnational paradigm. Clevedon: Multilingual Matters.Google Scholar
  22. Roberts, C., M. Byram, A. Barro, S. Jordan and B. Street. 2001. Language learners as ethnographers. Clevedon: Multilingual Matters.Google Scholar
  23. Seidlhofer, B. 2010. Giving voice to English as a lingua franca. In From international to local English and back again, eds. R. Facchinetti, D. Crystal and B. Seidlhofer, 132–156. Bern: Peter Lang.Google Scholar
  24. Spitzberg, B. H. 2000. A model of intercultural communication competence. In Intercultural communication: A reader. (ninth edition), eds. L. Samovar and P. Porter, 375–387. Belmont, CA: Wadsworth.Google Scholar
  25. Spitzberg, B. H. and G. Changnon. 2009. Conceptualizing intercultural competence. In The Sage handbook of intercultural competence, ed. D. Deardorff, 2–52.Thousand Oaks, CA: Sage.Google Scholar
  26. Thompson, C. 2011. A dialogic approach to the design of a transcultural communication classroom activity for multilingual learners. Language, Culture & Curriculum 24: 207–220.Google Scholar

Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  1. 1.Adam Mickiewicz UniversityPoznańPoland

Personalised recommendations