Understanding EFL Teachers’ Perceptions Toward Multicultural Classrooms: The role of Intercultural Sensitivity Influence in developing Intercultural Communicative Competence
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Fecha
2022
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Intercultural Communicative Competence (ICC) and Intercultural Sensitivity (IS) have been concepts widely studied in research and their implications in multicultural classrooms. One of the essential parts of daily life in a multicultural environment is intercultural communication. Thus teachers’ good levels of intercultural sensitivity and their competency in intercultural communication can help students from dissimilar cultures to interact with one another properly. However, no previous research has focused on the relationship between these concepts and Chilean teachers’ attitudes toward multicultural classrooms and how Intercultural Sensitivity might affect their Intercultural Communicative Competence. Consequently, there is an urgency to investigate these concepts due to the lack of policies and guidelines for Chilean EFL teachers. For this reason, the importance of this study comes from the further understanding of the insights that teachers have regarding cultural diversity and their actions toward multicultural EFL classrooms in Chile. A mixed-method design was the approach to collect quantitative and qualitative data. 61 EFL Chilean teachers were asked to answer the quantitative instruments used for this research, named The Teacher Multicultural Attitude Survey (TMAS) and Intercultural Sensitivity Scale (ISS). The qualitative instrument was a semi-structured interview created by the researchers in order to have a deeper understanding of teachers’ perceptions about multicultural classrooms; eight out of the 61 teachers contacted were selected to participate in the qualitative part of the study. The quantitative data was analyzed through SPSS using descriptive and inferential statistics while thematic analysis was used to analyze the qualitative data. Quantitative results revealed positive correlations between ICC and IS and that EFL Chilean teachers have high levels of ICC and IS. However, they demonstrated lower levels of confidence when approaching students of different cultural backgrounds. On the other hand, qualitative data showed that teachers displayed high levels of IS which affected their ICC behaviors in multicultural classrooms. Specifically, how ICC works on Chilean teachers from the cognitive, behavior and affective part and how related these components are. This study provides a deeper understanding of the concepts of ICC and IS, and how both of these concepts affect EFL teachers practices in multicultural classrooms.
Notas
Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)
Palabras clave
Multiculturalismo, Eduación, Comunicación Intercultural, Docencia