The State of the Intercultural Communicative Competence: An Exploration through Trajectories in English Teachers' Discourse

Authors

Daron Benjamin Loo
Wannapa Trakulkasemsuk
Pattamawan Jimarkon Zilli

Publication Date

2018-07-01

Abstract

The history of English language education is punctuated with teaching and learning theories and approaches advocated by different communities of practice. One of such recent trend is the support for the integration of intercultural communicative competence (ICC) in the English language classroom. To date, minimal studies have examined this extension of the English language classroom. Hence, to determine the teaching practice of ICC this study looked at the identity-in-practice and -in-discourse, as well as sources of pedagogical knowledge of four English teachers teaching at private institutions in Bangkok. This study employed a discourse analysis approach to first identify the participants' emergent trajectories and funds of knowledge, and subsequently compared the findings with the fundamental principles of intercultural education, or the community of practice that support ICC. The findings indicated that while some participants' trajectories paralleled the tenets of ICC, there were also divergent ones. This reflected the contextualization of intercultural education, as well as the teachers' (lack of) knowledge regarding ICC. More than this, the findings also indicated the viability of a community of practice, especially for intercultural education, in a disparate educational sector.

DOI

10.58837/CHULA.PASAA.56.1.3

First Page

33

Last Page

64

Recommended Citation

Loo, Daron Benjamin; Trakulkasemsuk, Wannapa; and Zilli, Pattamawan Jimarkon (2018) "The State of the Intercultural Communicative Competence: An Exploration through Trajectories in English Teachers' Discourse," PASAA: Vol. 56: Iss. 1, Article 3.
DOI: 10.58837/CHULA.PASAA.56.1.3
Available at: https://digital.car.chula.ac.th/pasaa/vol56/iss1/3