A critical review of the role of texts in fostering intercultural communicative competence in the English language classroom | Culture and communication in digital worlds

Author(s): Sissil L. Heggernes

Year of publication: 2021

Keywords: English language teaching, Intercultural learning, Dialogic activities, Student-centred pedagogy, Fiction vs. nonfiction, Critical Interpretive Synthesis, Experiential learning

Methodology/Sample: _/_

Reference: Heggernes, S. L. (2021). A critical review of the role of texts in fostering Intercultural Communicative competence in the English Language classroom. Educational Research Review, 33, 100390. https://doi.org/10.1016/j.edurev.2021.100390

Abstract

This review maps and critically evaluates 36 empirical studies from English language teaching (ELT), focusing on the role of texts and activities in intercultural learning. The rationale for this review is the call for theoretically-based recommendations for English language (EL) teachers and researchers on the selection of texts and the design of activities for intercultural learning. It draws on principles from Critical Interpretive Synthesis (CIS), and the studies were gathered from systematic searches of databases, supplemented by manual searches of relevant journals. The results show that fiction texts are more widely used and more strongly rationalized for use than nonfiction texts. There is also a strong focus on dialogic and student-centred activities, and less focus on experiential teaching. It argues that an awareness of the affordances of different text types can assist teachers in mediating EL students’ intercultural learning and recommends a greater variety of research and teaching approaches to identify intercultural learning processes. Furthermore, the review calls for more research on intercultural learning in primary and secondary ELT.

> Summary

The review maps and evaluates 36 studies on texts in English language teaching for intercultural learning.
It emphasizes the importance of text selection and activity design for effective intercultural education.
Fiction texts are more frequently used and better rationalized than nonfiction texts in the studies reviewed.
The paper advocates for diverse research and teaching approaches to enhance intercultural learning processes.
It calls for more research on intercultural learning in primary and secondary English language teaching.

> Problem statement

The review highlights a lack of theoretically-based recommendations for text selection in intercultural learning for English language teachers and researchers.
It identifies gaps in understanding how selected texts influence intercultural learning processes among EFL/ESL students.
The research emphasizes the need for more diverse methodologies to analyze students’ intercultural learning processes.
There is a call for further exploration of the role of fiction versus nonfiction texts in fostering intercultural competence.

The review analyzed empirical studies using various data collection methods, including logbooks, essays, and visual representations.
Semi-structured interviews were employed in 16 studies, alongside structured interviews and classroom observations.
Some studies utilized pre-and post-tests, interviews, or surveys for data collection.
Qualitative analysis methods were predominantly used to identify themes across the studies.
Additional methods included discourse analysis, visual discourse analysis, and content analysis.
The review emphasized the importance of theoretical sampling and saturation in qualitative research.
The research drew on Critical Interpretive Synthesis principles for its methodological framework.

> Practical implications

The review emphasizes the need for theoretically-based recommendations for selecting texts in English language teaching for intercultural learning.
It suggests that awareness of text affordances can aid teachers in facilitating students’ intercultural competence.
The study advocates for a variety of research and teaching approaches to better understand intercultural learning processes.
It highlights the importance of dialogic and student-centered activities in fostering intercultural learning.
The review calls for further research on intercultural learning in primary and secondary English language teaching.