Relational teaching: A way to foster EFL learners’ intercultural communicative competence through literary short stories

  • Luis Fernando Gómez Rodríguez Universidad Pedagógica Nacional de Colombia
Keywords: EFL (English as a Foreign Language), intercultural communicative competence, commonalities, multicultural literary texts, Relational Teaching (en_US)

Abstract (en_US)

This article reports an action research study in an advanced EFL class of the language program at a public University in Bogotá, Colombia in 2011. The study suggests that the inclusion of authentic multicultural short stories of the U.S. in the EFL context fosters learners’ critical intercultural communicative competence (ICC) through the implementation of the Relational Teaching approach. The collected data showed how learners developed critical intercultural skills through commonalities (a concept proposed by Relational Teaching) when they read literary short stories. Findings show that applying new teaching approaches and literature in EFL might contribute to create critical intercultural awareness.

Downloads

Download data is not yet available.

Author Biography

Luis Fernando Gómez Rodríguez, Universidad Pedagógica Nacional de Colombia

Modern Language Departement

Assistant Professor

Teacher-researcher  

References

Amer, A. (2003). Teaching EFL/ESL literature. The Reading Matrix, (3).2, 238-245.

Atkinson, D. (1999) TESOL and culture. TESOL Quarterly (33). 4, 625-654.

Banks, J. (2004). Teaching for social justice, diversity, and citizenship in a global world. The Educational Forum 68, 289-298.

Byram, M., A. Nichols, and D. Stevens. ed. (2009). Developing intercultural competence in practice. Exeter, England: Cromwell Press.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.

Cai, M. (2000). Multicultural literature for children and young adults: reflections on critical issues. Westport, CT: Greenwood Press.

Candlin, C., D. Hall, and J. Hall. (2002). Teaching and researching language and culture. Esses, England: Longman.

Carter, R. and J. McRae. Eds. (1996). Language, literature and the learner. London: Longman.

Carter, R. and M. Long. (1991). Teaching literature. London: Longman.

Cisneros, S. (1992). Woman hollering creek. Woman Hollering Creek and Other Stories. New York: Vintage Books, 43-56.

Council of Europe. Common European framework of reference for languages: learning, teaching, assessment, 2001.Web.<http://www.tilgher.it> retrieved: February, 14, 2008.

Freeman, L. (1998). Doing teacher-research: from inquiry to understanding. Heinle & Heinle.

Gregory, Nick. “Shame.” Nigger: An Autobiography. Washington: Washington Square Press Publication,1964.

Hames-Garcia, M. (2003). “Which America is ours?: Marti’s ‘truth’ and the foundation of ‘American literature.’ MFS Modern Fiction Studies. 49.1, 19-53.

Iscoff, E. Crossing the mainstream: multicultural perspectives in teaching literature. Urbana: National Council of Teachers of English, 1994.

Keating, A. Making new connections: Transformational multiculturalism in the classroom. Pedagogy 4.1 (2004): 93-17.

Kramsch, C. (2001). Content and culture in language teaching. Oxford: Oxford University Press.

Lázár, I. (2003). Incorporating intercultural communicative competence in language

teacher education. Council of Europe: European Centre of Modern Languages.

Lorde, A. (1984). Sister outsider. Freedom, Calif.: Crossing Press.

Malamud, B. (1989). The first seven years. Prentice Hall Literature: The American Experience. Englewood Cliffs, NJ: Prentice Hall, 946-953.

McRae, J., (Ed.). (1996). Language, literature and the learner. London: Longman.

Paran, Amos. (2006).The stories of literature and language teaching. En: A. Paran (Ed.), Literature in Language Teaching and Learning (pp.11-26). Washington: Case Studies in TESOL Practice Series.

Parker, Joan. Teaching through Culture: strategies for reading and responding to young adult literature. Houston: University of Texas, Arte Publico Press, 2002.

Patton, M. (2002). Qualitative research and evaluation methods. (3rd edition). California: Sage Publications, Inc.

Sanders, L. A. 2009. Multicultural literature in performance. Evoking shades of deeper meaning. Curriculum and Teaching Dialogue, Vol. 11, No. 1 & 2, 193–205.

Saslow, J. & Ascher, A. (2005). Top Noch: English for today’s world. New York, NY: Pearson, Longman.

Savviduo, C. (2004). An integrating approach to teaching literature in the EFL classroom. The Internet TESL Journal, 10 (12). Available at http://iteslj.org/Techniques/ Savvidou-Literature.html. retrieved: March 28, 2010.

Sihui, M. (1996). Interfacing language and literature: With special reference to the teaching of British cultural studies. In R. Carter & J. McRae (Eds.), Language literature and the learner: Creative classroom practice. London: Longman, 166-184.

Stake, R. (2010). Qualitative research: studying how things work. New York: The Guilford Press.

Varga-Dobai, K. and Wilson, A. (2008). Children’s literature and literacy: diversity and transformation. Journal of Language and Literacy Education 4.2, 1-5. Available at: http://www.coe.uga.edu.proxy.lib.ilstu.edu/jolle/index.html. Retrieved: May 22, 2009.

Zafeiriadou, Nelly. (2011). On literature in the EFL classroom. Developing Teachers.com:

A Website for the Developing Language Teacher, 1-4. Available at:

http://www.alsaha.co.il/vb/showthread.php?t=10073. Retrieved: October 6, 2011.

How to Cite
Gómez Rodríguez, L. F. (2014). Relational teaching: A way to foster EFL learners’ intercultural communicative competence through literary short stories. Colombian Applied Linguistics Journal, 16(2), 135-150. https://doi.org/10.14483/udistrital.jour.calj.2014.2.a01
Published: 2014-09-22
Section
Research Articles