Intercultural Communicative Language Teaching in China: Highlight or Addendum?

QUN WANG, Syihabuddin Syihabuddin, Yeti Mulyati, Vismaia Sabariah Damaianti

Abstract


Abstract

International students were frequently reported of culture shock issues when entering a new cultural environment. Cultural knowledge was often treated as an addendum which focused on learning facts about the target country. This article demonstrated culture shock that experienced by 7 international students, and also reviewed intercultural communicative language teaching (ICLT) in Indonesian language classrooms practiced by 6 language practitioners from 3 different universities in China. Using findings that emerged from a series of one-to-one interviews, the research explored practitioners’ current perspective of ICLT and how these understandings influenced their practices, including teaching materials, methods, and activities. The researcher discussed the possible causes of the status quo of ICLT in China, and went on to put forward suggestions that ICLT should be promoted in foreign language teaching as a successful mediator of intercultural dimension.


Abstrak

Mahasiswa internasional sering dilaporkan tentang masalah kejutan budaya ketika memasuki lingkungan budaya baru. Pengetahuan budaya sering diperlakukan sebagai tambahan yang berfokus pada mempelajari fakta tentang negara sasaran. Artikel ini menunjukkan kejutan budaya yang dialami oleh 7 siswa internasional, dan juga mengulas pengajaran bahasa komunikatif antarbudaya (ICLT) di ruang kelas bahasa Indonesia yang dipraktikkan oleh 6 praktisi bahasa dari 3 universitas berbeda di Tiongkok. Menggunakan temuan yang muncul dari serangkaian wawancara satu-ke-satu, penelitian mengeksplorasi perspektif praktisi saat ini tentang ICLT dan bagaimana pemahaman ini mempengaruhi praktik mereka, termasuk bahan ajar, metode, dan kegiatan. Peneliti membahas kemungkinan penyebab status quo ICLT di Cina, dan kemudian mengajukan saran bahwa ICLT harus dipromosikan dalam pengajaran bahasa asing sebagai mediator sukses dimensi lintas budaya.


How to Cite :, Wang, Q., Syihabuddin., Mulyati, Y., Damaianti, V. S. (2018).  Intercultural Communicative Language Teaching in China: Highlight or Addendum?. TARBIYA: Journal of Education in Muslim Society, 5(2), 155-165. doi:10.15408/tjems.v5i2.9732.


Keywords


ICLT; ICC;ICLT; ICC; culture shock; religion-wise issues; kejutan budaya; masalah agama-bijaksana

Full Text:

PDF

References


Barker. G. G. (2016). Cross-Cultural perspectives on intercultural communication competence, Journal of Intercultural Communication Research, 45(1), 13-30.

Brown, H. D. (1994). Principles of language learning and teaching (3rded.). Englewood Cliffs, NJ: Prentice Hall Regents.

Bennett, J. M., & Bennett, M. J. (2004). Developing intercultural sensitivity. In J. M. Bennett, M. J. Bennett, & D. Landis (Eds.), Handbook of intercultural training (3rd ed., pp. 147–165). Thousand Oaks, CA: Sage Publications.

Byram, M., & Zarate, G. (1997). Defining and assessing intercultural competence: Some principles and proposals for the European context. Language Teaching, 29, 14–18.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Philadelphia, PA: Multilingual Matters.

CARLA. (The Center for Advanced Research on Language Acquisition). (1993–2006). Culture and language learning initiatives. Minnesota: University of Minnesota. Retrieved on July 4th, 2013, from http://www.carla.umn.edu/culture/initiatives.html

Casmir, F. L. (1999). Foundations for the study of intercultural communication based on the third culture building model.International Journal of Intercultural Relations, 23, 91–116.

Chen, G. M. (1989). Relationships of the dimensions of intercultural communication competence.Communication Quarterly, 37, 118-133.

Cloonan, A., Spencer, A., & Saunders, S. (2005). Developing intercultural understanding: An introduction for teachers. Canberra: Department of Education, Science and Training.

Corbett, J. (2003). An intercultural approach to English language teaching. Clevedon: Multilingual Matters.

Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). Thousand Oaks, CA: Sage.

East, M. (2012). Addressing the intercultural via task-based language teaching: possibility or problem?, Language and Intercultural Communication, 12(1), 56-73.

Fantini, A. (2001). Exploring intercultural competence: A construct proposal. Paper presented at the 4th annual conference of NCOLCTL Fourth Annual Conference, April 2001, Las Vegas, USA.

Flinders Humanities Research Centre. (2005). Language and Intercultural Communication (LInC) group Discussion paper.

Gu, X. (2016). Assessment of intercultural communicative competence in FL education: A survey on EFL teachers’ perception and practice in China, Language and Intercultural Communication, 16(2), 254-273.

Han, X. (2003). Interpretation of religion psychology among contemporary adolescences. China Religion, 7, 34–35.

Huang, Y. (2014). Constructing intercultural communicative competence framework for English learners.Cross-Cultural Communication, 10(1), 97-101.

Liddicoat, A., Papademetre, L., Scarino, A., & Kohler, M. (2003). Report on intercultural language learning. Canberra: Department of Education, Science and Training.

Lombard, C. N. (2014). Coping with anxiety and rebuilding identity: a psychosynthesis approach to culture shock. Counselling Psychology Quarterly, 27(2), 174-199.

Prechtl, E., & Lund, D. (2007). Intercultural competence and assessment: Perspectives from the INCA project. Retrieved May, 12, 2012, from http://incaproject.org/

Rinehart, N. (2002). Utalitarian or idealist? Frameworks for assessing the study abroad experience. in Grünzweig, W., & Rinehart, N. (Eds.), Rockin’ in Red Square: critical approaches to international education in the age of cyber culture (75–84). Münster: Lit Verlag.

Sehlaoui, A. S. (2001). Developing cross-cultural communicative competence in pre-service ESL/EFL teachers: A critical perspective. Language, Culture and Curriculum, 14(1), 42-57.

Sinicrope, C., Norris, J., & Watanabe, Y. (2007). Understanding and assessing intercultural competence: A summary of theory, research, and practice (technical report for the foreign language program evaluation project). Second Language Studies, 26(1), 1–58.

Song, L. (2008). Exploring a conceptual framework for intercultural communicative English language teaching in English. Shanghai International Studies University, unpublished.

Tran, T. Q., & Duong, T. M. (2018). The effectiveness of the intercultural language communicative teaching model for EFL learners. Asian-Pacific Journal of Second and Foreign Language Education, 3(6).

Wang, Q., Syhabuddin, Mulyati, Y., & Damaianti, V. S. (2018). Perceiving and dealing with culture shock: the study of Chinese Indonesian-language students. International Journal of Education, 11(1), 20-28.

Wiseman, R. L. (2003). Intercultural communication competence.In W. B. Gudykunst (ed.), Cross cultural and intercultural communication (pp. 191–208). Thousand Oaks, CA: Sage.

Yang, M., Webster, B., & Prosser, M. (2011). Travelling a thousand miles: Hong Kong Chinese students’ study abroad experience.International Journal of Intercultural Relations, 35(1), 69–78.

Zhang, H. (2007a). Intercultural approach to foreign language teaching (跨文化外语教学). Shanghai: Shanghai Foreign Language Education Press.




DOI: https://doi.org/10.15408/tjems.v5i2.9732 Abstract - 0 PDF - 0

Refbacks

  • There are currently no refbacks.




This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0).

TARBIYA: Journal of Education in Muslim Society, p-ISSN: 2356-1416, e-ISSN: 2442-9848

View My Stats