Professional identity, curriculum and teaching Intercultural Communication: an Indonesian case study

Isti Siti Saleha Gandana, Graham Bruce Parr

    Research output: Contribution to journalArticleResearchpeer-review

    19 Citations (Scopus)

    Abstract

    Influenced by contemporary research into the interconnectedness of language and culture, many Indonesian teacher education courses have introduced `new? subjects such as Intercultural Communication and Cross-Cultural Understanding, hoping to unsettle their students traditional assumptions that language is merely a neutral medium for expressing or disseminating ideas or culture. And yet the extent to which such subjects might impact upon these students understandings and beliefs is contingent upon the particular understandings and beliefs, and the `identity work?, of the lecturers and tutors who teach in those subjects. This qualitative case study focuses on one teacher educator s beliefs about and understandings of English language and culture, in order to tease out what perspectives on Intercultural Communication are being constructed through the teaching and learning in that subject. Initial findings suggest some fundamental tensions and inconsistencies in the perspectives on language and culture being taught through this particular subject. Such tensions and contradictions are invariably part of all teachers identity work, but they limit the potential for significant real change in student learning despite the apparent change in the curriculum being implemented.
    Original languageEnglish
    Pages (from-to)229 - 246
    Number of pages18
    JournalLanguage, Culture and Curriculum
    Volume26
    Issue number3
    DOIs
    Publication statusPublished - 2013

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