Intercultural Communicative Component (ICC) in the English Second Language (EL2) Curricula: Trends and Challenges of Transformation in South Africa (SA) and the Global World

Joy Christine Lwanga-Lumu (1)
(1) Department of English, University of Johannesburg – Soweto Campus, Private Bag X09, Bertsham, Johannesburg, South Africa , South Africa

Abstract

Globally, universities are tremendously pressurised to improve throughput rates, intercultural proficiency, and academic transformation. However, at some universities, educators often neglect the ICC component in EL2 teaching. This article analyses the feasibility of integrating the ICC component into the EL2 courses, to enhance curricula decolonisation, intellectual and cultural freedom in South African universities. From a socio-cognitive perspective, the article argues that in SA, understanding ecological, ideological, affective and sociolinguistic elements, based on the Ubuntu philosophy (a humanness spirit that embodies (South) African culture) is significant for global IC and learning. Innovative integration of plurilingualism perspectives into the Humanities curricula may have implications for academic success, especially in English and ICC, global trade, democracy and social transformation.

Full text article

Generated from XML file

References

Aronin, L. & Singleton, D. (2012).Affordances theory in multilingualism studies. Studies in Second Language Learning and Teaching, 2(3):311-331. DOI: https://doi.org/10.14746/ssllt.2012.2.3.3

Alexander, N. (2003). Language Education and Policy, National and Sub-national Identities in South Africa. Strasborg: Council of Europe.

Baranovskaja, I. & Skorupa, P. (2011). Some aspects of culture teaching in foreign language teaching and ESP classes: Cultural scripts and small talk. SANTALKA: Filologija, Edukologija, 19(2): 1822-430X. DOI: https://doi.org/10.3846/cpe.2011.13

Broadbent, A. (2017). It will take critical, thorough scrutiny to truly decolonise knowledge. The Conversation, https://theconversation.com/it-will-take-critical-thoough-scrutiny-to-truly-decolonise-knowledge-78477 (accessed 10 March 2020).

Brown, H.D. (1987). Principles of Language Learning and Teaching. New Jersey: Englewood Cliffs.

Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.

Byram, M., Gribkova, B. & Starkey, H. (2002). Developing the Intercultural Dimension in Language Teaching: A Practical Introduction for Teachers. https://discovery.ucl.ac.uk/1562524/1/Starkey_InterculturalDimensionByram.pdf (accessed 10 March 2020). Strasbourg: Council of Europe.

Canale, M. & Swain, M. (1980).Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1):1-47. DOI: https://doi.org/10.1093/applin/1.1.1

Christiansen. P.V. (2006).Language policy in the European Union. Language Problems & Language Planning, 30(3): 21-44. DOI: https://doi.org/10.1075/lplp.30.1.03chr

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge, UK: Cambridge University Press. https://www.coe.int/lang-cefr (accessed 15 March 2020).

Ferriera-Meyers, K.A. & Horne, F. (2017). Multilingualism and the language curriculum in South Africa: Contextualising French with the local language ecology. Stellenbosch Papers in Linguistics Plus, 51: 23-40. DOI: https://doi.org/10.5842/51-0-696

Galante, A. (2018). Integrating plurilingual practices in ELT in a superdiverse world. International Conference of the International Association of Teachers of English as a Foreign Language, Glasgow, Scotland. Available from https://www.researchgate.net/publication/324175146_Integrating_plurilingual_practices_in_ELT_in_a_superdiverse_world (accessed 10 March 2020).

Garcia, O., Johnson, I. & Seltzer, K. (2017). The Translanguaging Classroom: Leveraging Student Bilingualism for Learning. Philadelphia, PA, USA: Carlson.

Kecskes, I. (2015). Intracultural communication and intercultural communication: Are they different? International Review of Pragmatics, 7: 171-194. DOI: https://doi.org/10.1163/18773109-00702002

Kecskes, I. & Zhang, F. (2009). Activating, seeking, and creating common ground: A socio-cognitive approach. Pragmatics & Cognition, 17(2): 331-355. DOI: https://doi.org/10.1075/pc.17.2.06kec

Kramsch, C. (2013). Culture in foreign language teaching. Iranian Journal of Language Teaching Research, 1(1): 57-78.

Layton, D.M. (2015). The role of the tutorial system in enabling students' academic success. South African Journal of Higher Education, 29(4): 198-210.

Luanga Kasanga, L.A. (2006). Requests in a South African variety of English. World Englishes, 25(1): 65-89. DOI: https://doi.org/10.1111/j.0083-2919.2006.00447.x

Luanga Kasanga, L.A. & Lwanga-Lumu, J. (2007). Cross-cultural linguistic realization of politeness: A study of apologies in English and Setswana. Journal of Politeness Research, 3(1): 65-92. DOI: https://doi.org/10.1515/PR.2007.004

Lwanga-Lumu, J.C. (1998) Computer-based education and adult English second language learning. In Limage L. (ed.) Comparative Perspectives on Language and Literacy: Selected papers from the work of Language and Literacy commission of the 10th World Congress of Comparative Education Societies, Cape Town: UNESCO-BREDA.

Lwanga-Lumu, J.C. (2002). Requests modification by first and second language speakers. Journal for Language Teaching (SAALT), 36(3-4): 289-304. DOI: https://doi.org/10.4314/jlt.v36i3-4.5993

Lwanga-Lumu, J.C. (2005).A cross-cultural investigation of apology realization patterns in Luganda and English. Journal for Language Teaching (SAALT), 39(2): 227-242. DOI: https://doi.org/10.4314/jlt.v39i2.6059

Maftoon, P. & Shakouri, N. (2013). On the nature of interaction in SLA: A philosophical stream. English Language Teaching, 6(9): 120-127. DOI: https://doi.org/10.5539/elt.v6n9p120

Makalela, L. (2013). Black South African English on the radio. World Englishes, 32(1): 93-107. DOI: https://doi.org/10.1111/weng.12007

Metz, T. (2011). Ubuntu as a moral theory and human rights in South Africa. African Human Rights Law Journal, 11: 532-559.

Metz, T. (2014). Harmonizing global ethics in the future: A proposal to add south and east to west. Journal of Global Ethics, 10(2): 146-155. doi: 10.1080/17449626.2014.931875. DOI: https://doi.org/10.1080/17449626.2014.931875

Newton, J., Yates, E., Shearn, S. & Nowitzki, W. (2015). Intercultural Language Teaching: Implications for Effective Teaching and Learning: Introduction. Available from https://www.researchgate.net/profile/Jonathan_Newton2/publication/282694720_Intercultural_communicative_language_teaching_implications_for_effective_teaching_and_learning/links/5618ab1a08ae044edbad263d/Intercultural-communicative-language-teaching-implications-for-effective-teaching-and-learning.pdf (accessed 10 March 2020).

Newton, J., Shearn, S. & Nowitzki, W. (2015). Intercultural language learning and teaching: A literature review. In Newton, J., Yates, E., Shearn, S. & Nowitzki, W., Intercultural Language Teaching: Implications for Effective Teaching and Learning (6-61).

Newton, S & Shearn, S. (2015). An evidence-based framework of principles for effective intercultural teaching and learning. In Newton, J., Yates, E., Shearn, S. & Nowitzki, W., Intercultural Language Teaching: Implications for Effective Teaching and Learning (62-76).

Nugent, K. & Catalano,T. (2015).Critical cultural awareness in the foreign language classroom. NECTFL Review, 75: 15-30. Available from https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1193&context=teachlearnfacpub (accessed 10 March 2020).

Nzimakwe, T.I. (2014). Practising Ubuntu and leadership for good governance: The South African and continental dialogue. African Journal of Public Affairs,7(4): 30-41. https://repository.up.ac.za/handle/2263/58143 (accessed 15 March 2020).

Piccardo, E. (2013). Plurilingualism and curriculum design: Toward a synergic vision. TESOL Quaterly. 47(3): 600-613. DOI: https://doi.org/10.1002/tesq.110

Piccardo, E. (2017). Plurilingualism as a catalyst for creativity in superdiverse societies: A systematic analysis. Frontiers in Psychology, 22. https://www.frontiersin.org/articles/10.3389/fpsyg.2017.02169/full. doi: 10.3389/fpsyg.2017.02169 DOI: https://doi.org/10.3389/fpsyg.2017.02169

Stefansson, E. (2013). Second language acquisition: The effect of age and motivation. Bachelor’s dissertation, University of Iceland. Available from https://skemman.is/bitstream/1946/15018/1/BA%20EinarG.pdf (accessed 10 March 2020).

Tellier,A. & Roehr-Brakin, K. (2017). Raising children’s metalinguistic awareness to enhance classroom second language learning. In M. del Pilar Garcia Mayo (ed.), Learning Foreign Languages in Primary School: Research Insights (22-48). Bristol, UK: Multilingual Matters. DOI: https://doi.org/10.21832/9781783098118-004

Uso-Juan, E. & Martinez-Flor. (2008). Teaching learners to appropriately mitigate requests. ELT Journal, 62(4): 349-357. October. doi:10.1093/elt/ccm092. DOI: https://doi.org/10.1093/elt/ccm092

Authors

Joy Christine Lwanga-Lumu
Jlumu@uj.ac.za (Primary Contact)
Author Biography

Joy Christine Lwanga-Lumu, Department of English, University of Johannesburg – Soweto Campus, Private Bag X09, Bertsham, Johannesburg, South Africa

Joy Christine Lwanga-Lumu is a Senior Lecturer in the Department of English, Soweto Campus, at the University of Johannesburg, South Africa. She obtained her Doctorate in 2000 from the University of the Witswatersrand. Her main research interests include Pragmatics, intercultural/cross-cultural communication, Applied Linguistics, Computer assisted language learning and Academic Writing.

Lwanga-Lumu, J. C. (2020). Intercultural Communicative Component (ICC) in the English Second Language (EL2) Curricula: Trends and Challenges of Transformation in South Africa (SA) and the Global World. Journal of Intercultural Communication, 20(1), 01–16. https://doi.org/10.36923/jicc.v20i1.300

Article Details

Smart Citations via scite_