Reviving the ‘moments’: From cultural awareness and cross‐cultural mediation to critical intercultural language pedagogy | Culture and communication in digital worlds

Author(s): Maria Dasli

Year of publication: 2011

Keywords: Intercultural communication, Cultural awareness, Cross-cultural mediation, Critical intercultural language pedagogy, Communities of shared meanings

Methodology/Sample: _/_

Reference: Dasli, M. (2011). Reviving the ‘moments’: from cultural awareness and cross‐cultural mediation to critical intercultural language pedagogy. Pedagogy, Culture & Society, 19(1), 21–39. https://doi.org/10.1080/14681366.2011.527118

Abstract

In the field of modern language education, the discourse of intercultural communication has experienced three ‘moments’: cultural awareness, cross‐cultural mediation, and critical intercultural language pedagogy. The first refers to the equation between culture and country. The second concerns the development of intercultural competence through acts of tolerance while the third aims to enable a more promising sense of agency within wider political contexts. Despite progression to the third ‘moment’, many intercultural theorists are sceptical of the shifting nature of this discourse. Drawing from cultural and intercultural theory, this paper challenges the first two ‘moments’ through discussion of the notions of imagined communities and communities of shared meanings. It argues in favour of critical intercultural language pedagogy by proposing that the latter be informed from the Habermasian Theory of Communicative Action where acquisition of knowledge depends on the meeting of the Self with the Other.

> Summary

The paper discusses three ‘moments’ in intercultural communication: cultural awareness, cross-cultural mediation, and critical intercultural language pedagogy.
It critiques traditional views linking culture strictly to nationality and promotes a more nuanced understanding.
The author emphasizes the importance of communities of shared meanings and intercultural competence through tolerance.
The paper advocates for a critical pedagogical approach informed by Habermasian Theory to enhance intercultural understanding.
Despite advancements, skepticism remains regarding the evolving nature of intercultural discourse.

> Problem statement

The paper identifies a lack of clarity regarding living interculturally in the twenty-first century.
It critiques the first two ‘moments’ of intercultural communication discourse.
The discourse of intercultural communication is seen as shifting, raising skepticism among theorists.
The need for critical intercultural language pedagogy is emphasized to address these issues.

> Methods used

The paper discusses critical incident scenarios to generate classroom discussions in language and culture teaching.
It emphasizes the ethnographic method alongside critical incident scenarios.
Theoretical frameworks include Habermasian Theory of Communicative Action for knowledge acquisition.
The paper critiques the first two ‘moments’ of intercultural communication through cultural and intercultural theory.
It advocates for critical intercultural language pedagogy to enhance agency in political contexts.

> Practical implications

The paper argues for critical intercultural language pedagogies informed by Habermasian Theory to enhance student engagement in intercultural contexts.
It emphasizes the need for language learners to navigate complex socio-cultural backgrounds during intercultural exchanges.
The research suggests using critical incident scenarios to foster discussion and reflection in language classrooms.
It highlights the importance of developing intercultural competence through acts of flexibility and tolerance.
The findings advocate for a shift in pedagogic practices to address political inequalities in language education.