Intercultural language teaching as a catalyst for teacher inquiry. (February 2018)

• Record Type: Journal Article
• Authors: Tolosa, Constanza; Biebricher, Christine; East, Martin; Howard, Jocelyn
• Is Part Of: Teaching and teacher education. Volume 70(2018)
• Page Start: 227
• Page End: 235
• Publication Date: 2018-02
• Subjects: Teacher inquiry -- Intercultural language teaching -- Foreign language learning -- Self-reflection; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2017.11.027
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This study investigated how two teachers of languages, facilitated by university researchers, developed their practices with regard to intercultural language teaching. Taking a qualitative case study approach, we collected data from classroom observations, interviews, debriefing conversations, and guided reflective pieces written by the teachers. Findings indicate that the opportunities for teachers to inquire into their own practices shifted these teachers' approaches to language teaching to accommodate a curriculum expectation to develop students' intercultural communicative competence in plurilingual contexts. The study offers valuable insights for teacher education into the ways teachers' inquiries can support teachers' responses to curricular change. Highlights: A study of teachers developing intercultural competency through language teaching. Cycles of inquiry supported teachers' development of intercultural teaching. Short-term supported teacher inquiries are effective for teachers' learning. The inquiries resulted in significant shifts in teachers' practices. Language teacher education should include an intercultural focus.