How Teacher Identity Shapes Intercultural Learning: A Case Study

• In Event: Roundtable Session 9
  In Roundtable Session: Teacher Explorations of Identity

Abstract

Teachers’ backgrounds and prior experiences shape how intercultural knowledge is defined and interpreted. This qualitative case study explored how two EFL teachers, one native and one nonnative speaker of English, taught students’ intercultural competence in a cross-cultural communication course. The study does not intend to dichotomize the native and non-native professors but rather present their backgrounds and experiences -their constructed identities - and how they related to their teaching styles and to facilitate students’ intercultural learning. Data were gathered through classroom observations, interviews, and instructional materials. The study concluded that teacher’s intercultural experiences and backgrounds could either develop EFL students’ cultural sensitivity or foster their cultural prejudices.

Authors

• Chiu-Hui Wu, Wenzao Ursuline University of Languages

• Cathrine L. Beaunae, Georgian Court University