Tag Archives: culture

An ESL immigrant teacher’s insight into languages

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As a recent immigrant to Canada, I involuntarily find myself in between-situations, driven by a set of choices that diverge me away while preserving bits and pieces of my natural habitus (Bourdieu & Passeron, 1977). As a native speaker of Arabic and an ESL teacher who mainly spoke English and French back home, I never realized how liberating it is to be given the choice to use Arabic, my mother tongue, until that choice was no longer an option. When I was still in Lebanon, I barely used Arabic, except with family and friends. Despite being one of the most complex languages to learn globally (Wahba et al., 2014), speaking Arabic is considered unprestigious in Lebanon. The Lebanese context clearly distinguishes between standard and prestigious languages.  Continue Reading →


Developing Intercultural Competence: Surveying EFL Learners’ Knowledge, Strategies, and Attitudes

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Understanding others has long been a goal of language teaching yet remaining in the background of educational practices (Liddicoat, 2012). One of the existing challenges in the language-teaching domain is the integration of culture and language. The incentive to conduct this study is the existing gap of teaching culture in language classrooms. The researchers investigated learners’ opinions on the presentation of English-speaking countries’ (ESC) cultures and explored the cultural knowledge scope of Iranian EFL learners. Besides, the strategies used by the learners to acquire intercultural communicative competence were explored. A questionnaire was distributed among 250 language learners, yet twenty-six male and female EFL learners, intermediate and upper-intermediate level, were interviewed to probe their knowledge, strategies, and attitudes.  Continue Reading →


The Challenges and Strengths of Culturally Diverse Classrooms: A Consideration of Intercultural Curricula

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The internationalization and multicultural character of Canada are affecting both the content and delivery of educational and language programs. As students learn, live, and work to become global citizens, the need for programs and curricula that reflect culture and diversity will only continue to grow. An intercultural curriculum, defined as a planned program of study with intentional inclusion of culturally-diverse content and a culturally-safe learning environment that fosters cognitive and affective learning (Mestenhauser, 1983; Shenk, Moore & Davis, 2004), is suggested as a response to this need. The reasons for this are that such a curriculum engages students’ thinking, prompts reflection, and promotes dialogue about various cultural perspectives. Such curricula also facilitate students’ development of understanding and respect for their own cultures as well as others’ cultures.  Continue Reading →