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Introducing an Identity Based Model of Teaching and Facilitating Intercultural Communication: A Learner Centered Approach

Introducing an Identity Based Model of Teaching and Facilitating Intercultural Communication: A Learner Centered Approach

Adrienn Fekete
Copyright: © 2022 |Pages: 40
ISBN13: 9781668450345|ISBN10: 1668450348|ISBN13 Softcover: 9781668450383|EISBN13: 9781668450352
DOI: 10.4018/978-1-6684-5034-5.ch022
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MLA

Fekete, Adrienn. "Introducing an Identity Based Model of Teaching and Facilitating Intercultural Communication: A Learner Centered Approach." Handbook of Research on Teaching in Multicultural and Multilingual Contexts, edited by Erasmos Charamba, IGI Global, 2022, pp. 391-430. https://doi.org/10.4018/978-1-6684-5034-5.ch022

APA

Fekete, A. (2022). Introducing an Identity Based Model of Teaching and Facilitating Intercultural Communication: A Learner Centered Approach. In E. Charamba (Ed.), Handbook of Research on Teaching in Multicultural and Multilingual Contexts (pp. 391-430). IGI Global. https://doi.org/10.4018/978-1-6684-5034-5.ch022

Chicago

Fekete, Adrienn. "Introducing an Identity Based Model of Teaching and Facilitating Intercultural Communication: A Learner Centered Approach." In Handbook of Research on Teaching in Multicultural and Multilingual Contexts, edited by Erasmos Charamba, 391-430. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-5034-5.ch022

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Abstract

The chapter discusses a novel learner centered approach to teaching and facilitating intercultural communication drawing on post-structuralist identity research and using English as a lingua franca in a multicultural classroom. The 14 participants came from five countries, and six different cultures were scrutinized drawing on Moran's framework to teach culture. Data were collected via questionnaires completed by students preceding and following culture presentations, the course syllabus, and the teacher's journal. The findings of the mixed methods classroom research project led to the development of an identity based model of teaching and facilitating intercultural communication. Encouraging students to voice their various identities triggered positive psychological responses, which, in turn, facilitated their investment in their identities via learning. The process resulted in more intercultural exchanges and cross-cultural learning that acted on students' identities and changed their attitudes towards new cultures favorably.

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