Moving Beyond Essentialism: Cultivating EFL Learners’ Intercultural Communicative Competence through a Non-Essentialist Paradigm of Culture
| المصدر: | مجلة إشكالات في اللغة و الأدب |
|---|---|
| الناشر: | المركز الجامعي أمين العقال الحاج موسى أق أخموك بتامنغست - معهد الآداب واللغات |
| المؤلف الرئيسي: | Sellami, Amina (Author) |
| المجلد/العدد: | مج13, ع2 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2024
|
| التاريخ الهجري: | 1445 |
| الشهر: | يونيو |
| الصفحات: | 412 - 424 |
| ISSN: |
2335-1586 |
| رقم MD: | 1498242 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | AraBase |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Intercultural Pedagogy | Essentialist Paradigm | Non-Essentialist Paradigm | Intercultural Communicative Competence
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| LEADER | 02276nam a22002177a 4500 | ||
|---|---|---|---|
| 001 | 2242117 | ||
| 041 | |a eng | ||
| 044 | |b الجزائر | ||
| 100 | |9 768485 |a Sellami, Amina |e Author | ||
| 245 | |a Moving Beyond Essentialism: |b Cultivating EFL Learners’ Intercultural Communicative Competence through a Non-Essentialist Paradigm of Culture | ||
| 260 | |b المركز الجامعي أمين العقال الحاج موسى أق أخموك بتامنغست - معهد الآداب واللغات |c 2024 |g يونيو |m 1445 | ||
| 300 | |a 412 - 424 | ||
| 336 | |a بحوث ومقالات |b Article | ||
| 520 | |b The pace of change in today’s globalized world is unprecedented. Boundaries between nations and cultures are increasingly blurred. This change requires resilient and adaptable individuals with a heightened awareness of global dynamics. Thus, foreign language education has shifted attention from traditional pedagogies promoting linguistic competence to pedagogies training learners to be intercultural competent communicators. Nonetheless, there is a hot debate on which paradigm of culture to adopt when cultivating EFL learners’ intercultural competence: the essentialist or non-essentialist paradigm. This paper is then an attempt to explore the suitable cultural paradigm for promoting intercultural communicative competence in EFL settings. Consequently, it is found that an intercultural pedagogy demands a non-essentialist paradigm which views culture as a dynamic, complex, and fluid entity, unlike the essentialist view which delimits culture to its national boundaries causing national banalism, stereotypes, and generalizations. | ||
| 653 | |a اللغة الإنجليزية |a معلمو اللغة |a الكفاءة التواصلية |a التنمية الثقافية | ||
| 692 | |b Intercultural Pedagogy |b Essentialist Paradigm |b Non-Essentialist Paradigm |b Intercultural Communicative Competence | ||
| 773 | |4 الادب |4 علم اللغة |6 Literature |6 Linguistics |c 027 |f Mağallaẗ iškālāt fi al-luġaẗ wa al-adab |l 002 |m مج13, ع2 |o 1721 |s مجلة إشكالات في اللغة و الأدب |t Journal of problems in language and literature |v 013 |x 2335-1586 | ||
| 856 | |u 1721-013-002-027.pdf | ||
| 930 | |d n |p y |q n | ||
| 995 | |a AraBase | ||
| 999 | |c 1498242 |d 1498242 | ||
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