Cultural meaning-making in challenging interactions in L2 Spanish: language teachers' perceptions. (2nd July 2020)

• Record Type: Journal Article
• Authors: Czerwionka, Lori; Mugford, Gerrard
• Is Part Of: Journal of Spanish language teaching. Volume 7:Number 2(2020)
• Page Start: 123
• Page End: 136
• Publication Date: 2020-07-02
• Subjects: Intercultural communication -- pragmatics -- second language learners -- teacher perceptions -- Spanish pragmatics teaching and learning; Comunicación intercultural -- pragmática -- alumnos de segundas lenguas -- percepciones de profesores -- enseñaza y aprendizaje de la pragmática del español; Spanish language -- Study and teaching -- Periodicals; 468
• DOI: 10.1080/23247797.2020.1847409
• Languages: English
• ISSNs: 2324-7797

Abstract

ABSTRACT: Some challenges to intercultural communication prevent intercultural interactions altogether, while others can prevent effective and successful communication during an intercultural exchange. This article addresses a key challenge within intercultural interactions: cultural meaning-making. This is a process that requires both communicative and intercultural competence and encompasses the interdependent and ever-present relationships between language, culture, and worldviews. Considering the important role of language teachers in second language (L2) learners' cultural meaning-making development in challenging interactions that may be faced by learners in the target language community, the current pilot study elicits teachers' perceptions of linguistic and cultural resources required by their students to engage in challenging interactions and focuses on the pedagogical approaches employed by them to foster cultural meaning-making in challenging interactions. Three types of challenging situations were examined: difficult situations (uncomfortable or even hostile for the students); impolite situations (those that may be rude or impolite); and situations of imposition (those that involve imposition on the student or another person, e.g., requests, commands, favors). Results indicated teachers' reliance on certain resources involved in cultural meaning-making and a general absence of a theoretical approach to intercultural communication.