ĐƯỜNG HƯỚNG LIÊN VĂN HÓA TRONG GIẢNG DẠY TIẾNG ANH: TIẾNG NÓI TỪ GIẢNG VIÊN TIẾNG ANH TẠI VIỆT NAM
Nội dung chính của bài viết
Tóm tắt
Trong những thập kỷ gần đây, ngày càng có nhiều sự quan tâm đến việc triển khai đường hướng liên văn hóa (ĐHLVH) trong giảng dạy ngôn ngữ để nâng cao năng lực giao tiếp liên văn hóa (NLGTLVH) của học sinh, khả năng tương tác qua các ranh giới về ngôn ngữ và văn hóa. Bài báo này cung cấp kết quả của một nghiên cứu về việc kiểm tra thực hành giảng dạy tiếng Anh (GDTA) của hai giảng viên tiếng Anh (GVTA) tại Việt Nam nhằm điều tra xem họ có triển khai ĐHLVH trong việc giảng dạy của họ hay không và họ thực hiện việc đó bằng cách nào. Nghiên cứu được thực hiện theo phương pháp nghiên cứu trường hợp định tính. Dữ liệu được thu thập từ các cuộc phỏng vấn, quan sát lớp học và văn bản. Kết quả của nghiên cứu cho thấy hai giảng viên này chưa thực sự triển khai ĐHLVH trong các bài giảng của họ. Nói một cách cụ thể, họ có thể truyền tải kiến thức liên văn hóa cho học sinh của mình; tuy nhiên, họ không thể phát triển thái độ, kỹ năng hoặc nhận thức liên văn hóa của học sinh. Khi cung cấp kiến thức văn hóa, họ chủ yếu dựa vào nội dung văn hóa trong sách giáo khoa và sự hiểu biết của họ. Bài báo làm sáng tỏ những yếu tố có ảnh hưởng đến việc thực hành GDTA của GVTA tại Việt Nam và đưa ra những đề xuất trong việc nâng cao NLGTLVH của học sinh Việt Nam.
Chi tiết bài viết
Từ khóa
năng lực giao tiếp liên văn hóa, đường hướng giảng dạy liên văn hóa, giảng dạy tiếng Anh, thực hành của giáo viên, Giáo dục Đại học Việt Nam
Tài liệu tham khảo
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Harbon, L., & Browett, J. (2006). Intercultural languages education: Challenges for Australian language teacher educators in the professional development of language teachers. Babel, 41(1), 28-38.
Ho, T. K. (2011). An investigation of intercultural teaching and learning in tertiary EFL classrooms in Vietnam [Doctor dissertation]. Victoria University of Wellington.
Hoang, V. V. (2010). The current situation and issues of the teaching of English in Vietnam. Ritsumeikan Studies in Language and Culture, 22(1), 7-18.
Kachru, B. B. (1992). World Englishes: Approaches, issues and resources. Language Teaching, 25(1), 1-14.
Kennedy, J. (2020). Intercultural pedagogies in Chinese as a foreign language (CFL). Intercultural Education, 31(4), 427-446. https://doi.org/10.1080/14675986.2019.1702290
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Kramsch, C., & Zhang, L. (2018). The multilingual instructor. Oxford University Press.
Kurek, M., & Müller-Hartmann, A. (2018). “I feel more confident now” – Modelling teaching presence in teacher-training online intercultural exchanges. European Journal of Applied Linguistics and TEFL, 7(2), 157-177.
Le, S. T. (2011). Teaching English in Vietnam: Improving the provision in the private sector [Doctor dissertation]. Victoria University.
Le, T. T. (2017). Culture teaching in foreign language education: An integrated model for Vietnam [Doctor dissertation]. University of Newcastle Australia.
Le, V. C. (1999). Language and Vietnamese pedagogical contexts. In J. Shaw, D. Lubelska & M. Noullet (Eds.), Partnership and interaction: Proceedings of the fourth international conference on language and development (pp. 73-80). Asian Institute of Technology.
Le, V. C. (2015). Uncovering teachers’ beliefs about intercultural language teaching: An example from Vietnam. The European Journal of Applied Linguistics and TEFL, 4(1), 83-103.
Liddicoat, A., & Scarino, A. (2013). Intercultural language teaching and learning. John Wiley & Sons.
Liu, S. (2014). Becoming intercultural: Exposure to foreign cultures and intercultural competence. China Media Research, 10(3), 7-14.
Luk, J. (2012). Teachers’ ambivalence in integrating culture with EFL teaching in Hong Kong. Language, Culture and Curriculum, 25(3), 249-264.
McConachy, T., & Hata, K. (2013). Addressing textbook representations of pragmatics and culture. ELT Journal, 67(3), 294-301. https://doi.org/10.1093/elt/cct017
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Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
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Nguyen, L. (2014). Integrating pedagogy into intercultural teaching in a Vietnamese setting: From policy to the classroom. International Journal of Pedagogies and Learning, 9(2), 171-182.
Nguyen, L., Harvey, S., & Grant, L. (2016). What teachers say about addressing culture in their EFL teaching practices: the Vietnamese context. Intercultural Education, 27(2), 165-178.
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Norvilienė, A. (2012). Self-development of intercultural competence in academic exchange programmes: Students’ attitude. Socialiniai Mokslai, 1, 58-65. http://dx.doi.org/10.5755/j01.ss.75.1.1592
Oranje, J., & Smith, L. F. (2018). Language teacher cognitions and intercultural language teaching: The New Zealand perspective. Language Teaching Research, 22(3), 310–329.
Osman, H. (2015). Investigating English teachers’ perceptions of intercultural communicative competence in the Kingdom of Saudi Arabia [Doctor dissertation]. University of San Francisco.
Peiser, G. (2015). Overcoming barriers: Engaging younger students in an online intercultural exchange. Intercultural Education, 26(5), 361–376. https://doi.org/10.1080/14675986.2015.1091238
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Phan, L. H., Vu, H. H., & Bao, D. (2014). Language policies in modern-day Vietnam: Changes, challenges and complexities. In P. Sercombe & R. Tupas (Eds.), Language, education and nation-building (pp. 232–244). Palgrave Macmillan.
Reid, E. (2015). Techniques developing intercultural communicative competences in English language lessons. Procedia-Social and Behavioral Sciences, 186, 939–943. https://doi.org/10.1016/j.sbspro.2015.04.011
Savignon, S. J., & Sysoyev, P. V. (2005). Cultures and comparisons: Strategies for learners. Foreign Language Annals, 38(3), 357–365. https://doi.org/10.1111/j.1944-9720.2005.tb02222.x
Sercu, L. (2006). The foreign language and intercultural competence teacher: The acquisition of a new professional identity. Intercultural Education, 17(1), 55–72.
Sercu, L., Bandura, E., Castro, P., Davcheva, L., Laskaridou, U. L., Méndez García, D. C., & Ryan, P. (2005). Foreign language teachers and intercultural competence: An international investigation (Vol. 10). Multilingual Matters.
Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Lincoln, Y. S (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 443–466). Sage Publications.
Tian, J. (2016). Beliefs and practices regarding intercultural competence among Chinese teachers of English: A case study. TESOL International Journal, 11(2), 45–56.
Tolosa, C., Biebricher, C., East, M., & Howard, J. (2018). Intercultural language teaching as a catalyst for teacher inquiry. Teaching and Teacher Education, 70, 227–235.
Tran, T. (2020). Intercultural language teaching in Vietnamese tertiary EFL classes: A participatory action research study [Doctor dissertation]. Victoria University of Wellington.
Trinh, T. H. (2015). Integrating culture into English classrooms: Suggested teaching techniques for Vietnamese tertiary teachers. Asian EFL Journal, 85, 58–89.
Vo, Q. P. (2017). Rethinking intercultural communication competence in English language teaching: A gap between lecturers’ perspectives and practices in a Southeast Asian tertiary context. Journal on English Language Teaching, 7(1), 20–29.
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Barrett, M. D., Huber, J., & Reynolds, C. (2014). Developing intercultural competence through education. Council of Europe Publishing.
Bickley, C., Rossiter, M. J., & Abbott, M. L. (2014). Intercultural communicative competence: Beliefs and practices of adult English as a second language instructors. Alberta Journal of Educational Research, 60(1), 135-160.
Biebricher, C., East, M., Howard, J., & Tolosa, C. (2019). Navigating intercultural language teaching in New Zealand classrooms. Cambridge Journal of Education, 49(5), 605-621.
Block, D., & Cameron, D. (2002). Globalization and language teaching. Routledge.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Bui, T. T. N., & Nguyen, H. T. M. (2016). Standardizing English for educational and socio-economic betterment-a critical analysis of English language policy reforms in Vietnam. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 363-388). Springer International Publishing.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
Byram, M. (2009). Intercultural competence in foreign languages: The intercultural speaker and the pedagogy of foreign language education. In D. K. Deardorff (Ed.), The Sage handbook of intercultural competence (pp. 321-332). Sage Publications.
Byram, M. (2012). Conceptualizing intercultural (communicative) competence and intercultural citizenship. In J. Jackson (Ed.), The Routledge handbook of language and intercultural communication (pp. 85-98). Routledge.
Byram, M. (2015). Culture in foreign language learning-The implications for teachers and teacher training. In W. M. Chan, S. K. Bhatt, M. Nagami & I. Walker (Eds.), Culture and foreign language education: Insights from research and implications for the practice (pp. 37-58). Walter de Gruyter.
Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Council of Europe.
Byram, M., & Wagner, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, 51(1), 140-151.
Castro, P., Sercu, L., & Méndez García, M. d. C. (2004). Integrating language‐and‐culture teaching: An investigation of Spanish teachers’ perceptions of the objectives of foreign language education. Intercultural Education, 15(1), 91-104.
Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.
Crystal, D. (2012). English as a global language. Cambridge University Press.
Davis, N., Cho, M. O., & Hagenson, L. (2005). Intercultural competence and the role of technology in teacher education. Contemporary Issues in Technology and Teacher Education, 4(4), 384-394.
Denzin, N. K., & Lincoln, Y. S. (2011). The Sage handbook of qualitative research (4th ed.). Sage Publications.
Díaz, A. (2011). Intercultural language teaching and learning: Is it possible to bridge the gap between policy and practice. MLTAQ Journal, 153, 30-36.
Doan, N., Pham, T., Pham, M., & Tran, K. (2018). English as an international language in Viet Nam: History and development. Asian Englishes, 20(2), 106-121.
East, M. (2012). Addressing the intercultural via task-based language teaching: Possibility or problem? Language and Intercultural Communication, 12(1), 56-73.
Galante, A. (2015). Intercultural communicative competence in English language teaching: Towards validation of student identity. BELT-Brazilian English Language Teaching Journal, 6(1), 29-39. https://doi.org/10.15448/2178-3640.2015.1.20188
Ghanem, C. (2017). Teaching intercultural communicative competence: The perspective of foreign language graduate student instructors. International Journal for the Scholarship of Teaching and Learning, 11(2), 1-9.
Godwin-Jones, R. (2019). Telecollaboration as an approach to developing intercultural communication competence. Language Learning & Technology, 23(3), 8-28. http://hdl.handle.net/10125/44691
Government of Vietnam. (2008). Decision on approving the Scheme “Teaching and learning foreign languages in the national education system for the period 2008-2020” (No. 1400/QĐ-TTg). https://vanbanphapluat.co/quyet-dinh-1400-qd-ttg-phe-duyet-de-an-day-va-hoc-ngoai-ngu-trong-he-thong-giao-duc-quoc-dan-giai-doan-2008-2020
Gregersen-Hermans, J. (2015). The impact of exposure to diversity in the international university environment and the development of intercultural competence in students. In A. Curaj, L. Matei, R. Pricopie, J. Salmi & P. Scott (Eds.), The European higher education area: Between critical reflections and future policies (pp. 73-92). Springer Nature.
Gu, X. (2016). Assessment of intercultural communicative competence in FL education: A survey on EFL teachers’ perception and practice in China. Language and Intercultural Communication, 16(2), 254-273.
Harbon, L., & Browett, J. (2006). Intercultural languages education: Challenges for Australian language teacher educators in the professional development of language teachers. Babel, 41(1), 28-38.
Ho, T. K. (2011). An investigation of intercultural teaching and learning in tertiary EFL classrooms in Vietnam [Doctor dissertation]. Victoria University of Wellington.
Hoang, V. V. (2010). The current situation and issues of the teaching of English in Vietnam. Ritsumeikan Studies in Language and Culture, 22(1), 7-18.
Kachru, B. B. (1992). World Englishes: Approaches, issues and resources. Language Teaching, 25(1), 1-14.
Kennedy, J. (2020). Intercultural pedagogies in Chinese as a foreign language (CFL). Intercultural Education, 31(4), 427-446. https://doi.org/10.1080/14675986.2019.1702290
Klein, F. M.-V. (2004). Culture in the foreign language classroom: Teachers’ beliefs, opportunities and practice. University of Minnesota.
Kramsch, C., & Zhang, L. (2018). The multilingual instructor. Oxford University Press.
Kurek, M., & Müller-Hartmann, A. (2018). “I feel more confident now” – Modelling teaching presence in teacher-training online intercultural exchanges. European Journal of Applied Linguistics and TEFL, 7(2), 157-177.
Le, S. T. (2011). Teaching English in Vietnam: Improving the provision in the private sector [Doctor dissertation]. Victoria University.
Le, T. T. (2017). Culture teaching in foreign language education: An integrated model for Vietnam [Doctor dissertation]. University of Newcastle Australia.
Le, V. C. (1999). Language and Vietnamese pedagogical contexts. In J. Shaw, D. Lubelska & M. Noullet (Eds.), Partnership and interaction: Proceedings of the fourth international conference on language and development (pp. 73-80). Asian Institute of Technology.
Le, V. C. (2015). Uncovering teachers’ beliefs about intercultural language teaching: An example from Vietnam. The European Journal of Applied Linguistics and TEFL, 4(1), 83-103.
Liddicoat, A., & Scarino, A. (2013). Intercultural language teaching and learning. John Wiley & Sons.
Liu, S. (2014). Becoming intercultural: Exposure to foreign cultures and intercultural competence. China Media Research, 10(3), 7-14.
Luk, J. (2012). Teachers’ ambivalence in integrating culture with EFL teaching in Hong Kong. Language, Culture and Curriculum, 25(3), 249-264.
McConachy, T., & Hata, K. (2013). Addressing textbook representations of pragmatics and culture. ELT Journal, 67(3), 294-301. https://doi.org/10.1093/elt/cct017
McKay, S. L. (2002). Teaching English as an international language: Rethinking goals and perspectives. Oxford University Press.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
Ministry of Education. (2007). The New Zealand curriculum. Learning Media.
Ministry of Education and Training. (2014). Thông tư 01/2014/TT-BGDĐT về “Ban hành khung năng lực ngoại ngữ 6 bậc dùng cho Việt Nam” [Circular No. 01/2014/TT- BGDĐT on “Issuance of the six-level framework of reference for foreign language proficiency adopted in Vietnam”]. https://thuvienphapluat.vn/van-ban/Giao-duc/Thong-tu-01-2014-TT-BGDDT-Khung-nang-luc-ngoai-ngu-6-bac-Viet-Nam-220349.aspx
Naidu, K. (2018). Attending to ‘culture’ in intercultural language learning: A study of Indonesian language teachers in Australia. Discourse: Studies in the Cultural Politics of Education, 41(4), 653-665.
National Standards in Foreign Language Education Project. (1996). Standards for foreign language learning: Preparing for the 21st century. American Council on the Teaching of Foreign Languages.
Neff, P., & Rucynski, J. Jr. (2013). Tasks for integrating language and culture teaching. English Teaching Forum, 51(2), 12-23. https://eric.ed.gov/?id=EJ1018794
Newton, J., Yates, E., Shearn, S., & Nowitzki, W. (2010). Intercultural communicative language teaching: Implications for effective teaching and learning. Ministry of Education.
Nguyen, L. (2014). Integrating pedagogy into intercultural teaching in a Vietnamese setting: From policy to the classroom. International Journal of Pedagogies and Learning, 9(2), 171-182.
Nguyen, L., Harvey, S., & Grant, L. (2016). What teachers say about addressing culture in their EFL teaching practices: the Vietnamese context. Intercultural Education, 27(2), 165-178.
Nguyen, M. H. (2011). Developing EFL learners’ intercultural communicative competence: A gap to be filled? The Philippine ESL Journal, 1, 29-56.
Norvilienė, A. (2012). Self-development of intercultural competence in academic exchange programmes: Students’ attitude. Socialiniai Mokslai, 1, 58-65. http://dx.doi.org/10.5755/j01.ss.75.1.1592
Oranje, J., & Smith, L. F. (2018). Language teacher cognitions and intercultural language teaching: The New Zealand perspective. Language Teaching Research, 22(3), 310–329.
Osman, H. (2015). Investigating English teachers’ perceptions of intercultural communicative competence in the Kingdom of Saudi Arabia [Doctor dissertation]. University of San Francisco.
Peiser, G. (2015). Overcoming barriers: Engaging younger students in an online intercultural exchange. Intercultural Education, 26(5), 361–376. https://doi.org/10.1080/14675986.2015.1091238
Peterson, E., & Coltrane, B. (2003). Culture in second language teaching. Cal Digest, 3(9), 1–6.
Phan, L. H., Vu, H. H., & Bao, D. (2014). Language policies in modern-day Vietnam: Changes, challenges and complexities. In P. Sercombe & R. Tupas (Eds.), Language, education and nation-building (pp. 232–244). Palgrave Macmillan.
Reid, E. (2015). Techniques developing intercultural communicative competences in English language lessons. Procedia-Social and Behavioral Sciences, 186, 939–943. https://doi.org/10.1016/j.sbspro.2015.04.011
Savignon, S. J., & Sysoyev, P. V. (2005). Cultures and comparisons: Strategies for learners. Foreign Language Annals, 38(3), 357–365. https://doi.org/10.1111/j.1944-9720.2005.tb02222.x
Sercu, L. (2006). The foreign language and intercultural competence teacher: The acquisition of a new professional identity. Intercultural Education, 17(1), 55–72.
Sercu, L., Bandura, E., Castro, P., Davcheva, L., Laskaridou, U. L., Méndez García, D. C., & Ryan, P. (2005). Foreign language teachers and intercultural competence: An international investigation (Vol. 10). Multilingual Matters.
Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Lincoln, Y. S (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 443–466). Sage Publications.
Tian, J. (2016). Beliefs and practices regarding intercultural competence among Chinese teachers of English: A case study. TESOL International Journal, 11(2), 45–56.
Tolosa, C., Biebricher, C., East, M., & Howard, J. (2018). Intercultural language teaching as a catalyst for teacher inquiry. Teaching and Teacher Education, 70, 227–235.
Tran, T. (2020). Intercultural language teaching in Vietnamese tertiary EFL classes: A participatory action research study [Doctor dissertation]. Victoria University of Wellington.
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