Thursday, October 13, 2016

Intercultural language teaching and learning

There is growing emphasis internationally on the role of culture in language teaching, particularly what Newton et al. refer to as intercultural communicative language teaching and learning, and a growing body of research on this new approach that explains why it is important and how it might be practised. 

Intercultural communicative language learning and teaching differs from approaches to language teaching that focus on language with little reference to culture, and from approaches in which teaching about culture is secondary to teaching language or is treated as a standalone strand alongside language. 

Intercultural communicative language teaching starts from the point of view that language and culture are integrated. Such an approach does not transmit information about culture. Rather, it focuses on raising awareness of culture in the lived experience of the learners and people from the target language culture as well as other cultures present in a classroom or community.

Intercultural communicative language learning and teaching is based on five principles that you can explore in the following paper.


  • Intercultural Communicative Language Teaching: Implications for Effective Teaching and Learning, produced through Victoria University of Wellington by Jonathan Newton, Eric Yates, Sandra Shearn, and Werner Nowitzki (the Newton report).Bennett, Bennett, & Allen, 2003, 
  • Liddicoat, Papademetre, Scarino, & Kohler, 2003

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