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Intercultural Language Teaching

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Language Education Programs

Part of the book series: Language Policy ((LAPO,volume 34))

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Abstract

The chapter begins by providing an overview of intercultural communicative competence (ICC) in language teaching over the past few decades and explicates the educational policies for its implementation in different educational contexts. It further describes the status of intercultural pedagogy in Iran by exploring eight Iranian macro-level policymakers’ cognitions and programs. As argued by the policymakers, the Iranian education policy documents have not been effective as the majority of the L2 teaching and learning policies are vague in relation to the need for ICC or dot not clearly address ICC pedagogy. The policymakers proposed several suggestions for enhancing intercultural language teaching in Iran, including focusing on intercultural similarities and differences, considering learners’ L1 cultural norms, and educating teachers for effective ICC pedagogy.

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Authors and Affiliations

  1. Tarbiat Modares University, Tehran, Iran

    Zia Tajeddin

  2. Allameh Tabataba’i University, Tehran, Iran

    Neda Khanlarzadeh

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  1. Zia Tajeddin
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Correspondence to Zia Tajeddin .

Editor information

Editors and Affiliations

  1. Department of English Language Teaching, Tarbiat Modares University, Tehran, Iran

    Zia Tajeddin

  2. Department of English Language Teaching, Girne American University, Kyrenia, Cyprus

    Carol Griffiths

Appendix: Macro-Level Policy-Makers’ Interview Protocol

Appendix: Macro-Level Policy-Makers’ Interview Protocol

  1. 1.

    What is your perception of the concept of culture? (What are its components?)

  2. 2.

    What is your opinion about the role of culture in L2 (EFL) teaching?

  3. 3.

    Which culture (first language, target language, and global culture) is the most important one in language teaching and learning?

  4. 4.

    What is your opinion about teaching L2 (EFL) using intercultural approaches (considering cultural issues—the first, target language culture, and global culture—in EFL teaching and learning)?

  5. 5.

    How much do you consider cultural issues (first language, target language, and global culture) in your language teaching and learning policies and programs?

  6. 6.

    What are the evidences and data that inspire your L2 teaching cultural policies and programs?

  7. 7.

    What goals do you wish to achieve out of the foreign language teaching and learning cultural policies and programs? What steps have been taken to achieve these goals?

  8. 8.

    What has been mentioned in official policy-documents regarding the role of culture in L2 teaching and learning?

  9. 9.

    How much do you agree with these policies? Explain your reasons, please.

  10. 10.

    Have you provided the authors, teachers, and other stakeholders with any policy documents, frameworks or principles on the use of culture (first language, target language, and global culture) in their books and curricula? If yes, explain it, please.

  11. 11.

    Is there any other point that you would like to share?

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Tajeddin, Z., Khanlarzadeh, N. (2023). Intercultural Language Teaching. In: Tajeddin, Z., Griffiths, C. (eds) Language Education Programs. Language Policy, vol 34. Springer, Cham. https://doi.org/10.1007/978-3-031-38754-8_6

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