Conceptualising Intercultural Literacy: Narratives from English Language Teachers
Main Article Content
Keywords
Higher education, intercultural literacy, professional practice, challenges, strategies
Abstract
This current study investigates how English language teachers in Indonesian higher educational institutions define and conceptualize intercultural literacy and practice it in their classrooms. Eight ELT practitioners were interviewed through narrative inquiry, and the data was analyzed using thematic analysis to explore their lived conceptualizations. The findings suggest three major themes on intercultural literacy, including conceptualization of intercultural literacy, implementation in professional practice, challenges in fostering intercultural understanding, and strategies to overcome these challenges. Teachers defined intercultural literacy as encompassing cultural understanding, adaptability, comparative analysis, and professional knowledge. They integrated it into their teaching through curriculum design, student-centered methods, and digital tools. This was done by weaving these into the curriculum design and retraining pedagogy with student-centric methods and other digital tools. However, the participants mentioned that they faced some obstacles, including institutional barriers, limited funding, and the difficulties of switching from the traditional to the newest teaching method. These issues were mitigated by professional development, collaboration, and inclusive instructional materials. The current research finding indicates the importance of comprehensive professional development and institutional support for teachers in developing intercultural competence in their students. These findings contribute to intercultural literacy in Indonesia and practical recommendations for improving it within Indonesian higher education. The finding highlights the how to prepare students for a globalized world through intercultural literacy and educator support.
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References
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Caetano, A. P., Freire, I. P., & Machado, E. B. (2020). Student voice and participation in intercultural education. Journal of New Approaches in Educational Research, 9(1), 57–73. https://doi.org/10.7821/naer.2020.1.458
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Coulby, D. (2006). Intercultural education: theory and practice. Intercultural Education, 17(3), 245–257. https://doi.org/10.1080/14675980600840274
Cummins, J. (2015). Intercultural education and academic achievement: a framework for school-based policies in multilingual schools. Intercultural Education, 26(6), 455–468. https://doi.org/10.1080/14675986.2015.1103539
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287002
DeJaeghere, J. G., & Zhang, Y. (2008). Development of intercultural competence among US American teachers: professional development factors that enhance competence. Intercultural Education, 19(3), 255–268. https://doi.org/10.1080/14675980802078624
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Fajriyah, L., Lestari, L. A., & Aswandi, A. (2020). Teachers’ practices about intercultural communicative competence in teaching English language. International Journal of English Literature and Social Sciences, 5(5), 1730–1736. https://doi.org/10.22161/ijels.55.60
Fang, F., & Elyas, T. (2021). Educating teachers aboutcritical intercultural literacy. Intercultural Communication Education, 4(2), 177–190.
Garson, K., Bourassa, E., & Odgers, T. (2016). Interculturalising the curriculum: faculty professional development. Intercultural Education, 27(5), 457–473. https://doi.org/10.1080/14675986.2016.1240506
Gilmore, G., Margrain, V., & Mellgren, E. (2020). Intercultural literacy dialogue: International assessment moderation in early childhood teacher education. Intercultural Education, 31(2), 208–227. https://doi.org/10.1080/14675986.2019.1702293
Göbel, K., & Helmke, A. (2010). Intercultural learning in English as foreign language instruction: The importance of teachers’ intercultural experience and the usefulness of precise instructional directives. Teaching and Teacher Education, 26(8), 1571–1582. https://doi.org/10.1016/j.tate.2010.05.008
Gu, Q. (2005). Intercultural experience and teacher professional development. RELC Journal, 36(1), 5–22. https://doi.org/10.1177/0033688205053479
Hamdani, Z., & Husain, B. (2023). The Curriculum of ELT Education in Indonesian and Vietnamese Universities: A Comparison Study. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 11(1), 181–195. https://doi.org/10.24256/ideas.v11i1.3940
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Sep 25, 2024
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Suharni, S., Saidi, S. B. binti S., & Hussein, N. H. binti. (2024). Conceptualising Intercultural Literacy: Narratives from English Language Teachers. Jurnal Arbitrer, 11(3), 334–347. https://doi.org/10.25077/ar.11.3.334-347.2024
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