Intercultural Citizenship and English Classroom Language

By Mukhametzyanova, Leilya; Svirina, Lyudmila | Journal of Organizational Culture, Communications and Conflict, January 1, 2016 | Go to article overview

Intercultural Citizenship and English Classroom Language


Mukhametzyanova, Leilya, Svirina, Lyudmila, Journal of Organizational Culture, Communications and Conflict


INTRODUCTION

Tatarstan has always been at the intersection of religions, cultures, traditions and languages. The population census of 2013 confirms that Tatarstan is one of the most multinational territories of Russia: representatives of over 173 nationalities live in the territory of the Republic of Tatarstan. Consequently, the issues of intercultural communication, ethnic tolerance and peaceful coexistence of peoples with different beliefs, behaviors and mentality have always been a relevant area of study. The question of multicultural education in our region remains vital as well [Abdrafikova A.R., 2014: 544]. Globalization and migration of workforce have made it all the more important for the solution of current everyday problems, most of which arise because of inadequate communication strategies, crucial to the development of intercultural dialogue.

Among academic subjects, which focus on oral speech skills, foreign language lessons are practically the only means of developing communicative skills required by social intercourse. However, a non-native environment is a great challenge for teachers of English as students are not motivated to use the target language in everyday interactions. The formal frame of classroom procedures in Russian educational institutions suggests formal foreign language phrases to deal with pressing issues of daily routines, while students' language is based on their native language experience and depends on the associations with the corresponding own-language phrases in the learner's memory.

Besides, most of the English language teachers in Russia are non-native speakers and imperative sentences predominate in their classroom language, which is characteristic of Russian school practices but is hardly acceptable in intercultural communication. It is all the more true in the case of "clash of cultures" when "differences in culture between students and teachers mean that students from different cultural backgrounds may view, interpret, evaluate and react differently to what the teacher says and does in the classroom" [Bridget M.W. Palmer, 2015: 80]. "Intercultural factors therefore create the potential for numerous communication problems and intercultural conflict" [Johann Le Roux, 2002: 38].

The ESL(English as the second language)/EFL classroom is, by definition, a place where different cultures meet and interact [Theron Muller, 2007]. Foreign language learning in a multicultural class is successful if students are personally and emotionally involved in classroom activities, which happens when communicative situations are meaningful to them. As Dana-Anca Cehan puts it, classroom discourse should aim at interpersonal communication, not only pedagogic communication [Dana-Anca Cehan , 2002: 59-60]. Thus "teacher talk plays a very important role in the teaching process as an interactive device" [Liu Yanfen & Zhao Yuqin, 2010: 85]. It takes time and effort to create teaching materials that would stimulate speech of all the students from different countries and make them use target language in communicative games, role-playing, simulations, and other types of classroom activities. Teachers rely on coursebooks and other useful resources in their search for situations that might enable them to practice communication skills and help students better memorize the language covered in the lesson. But few of these resources take into account intercultural relationships in a class with students of different religious beliefs and cultural backgrounds. The teacher should adapt communicative tasks to the specific conditions of multicultural environments as real life situations are the most efficient means of developing intercultural competence and lay the foundation for a successful intercultural dialogue in and outside the classroom.

Literature Review

Intercultural issues in EFL and ESL classes have been the object of numerous studies in the USA (The United States Institute of Peace, Bridget M. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Intercultural Citizenship and English Classroom Language
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.