Developing intercultural communicative competence through EFL teaching and learning in Huila schools

• Autor(a) principal: Zeferino, João Mupembe Domingos
• Data de Publicação: 2024
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/10400.2/16582
• topic: ICC; Interculturality; EFL; Culture; Communicative competence; Competência comunicativa intercultural; Interculturalidade; Inglês L2; Competência comunicativa; ODS::04:Educação de Qualidade

This research aims at comprehending the role EFL in mastering ICC for the Huila students, considering EFL learners’ differences, mother tongue and background. This study emerged from the fact that, throughout my teaching experience as an EFL in Huíla province since 2010, I have come to realize that, in heterogeneous classes, learners from different mother tongues and ethnicities tend to perform very differently within the classroom, especially during oral communication activities. The huge imbalance in their performance is mainly observed when comparing those students whose mother tongue and home language is Portuguese to a vast majority whose mother tongue is an Angolan local language (Nyaneka, Umbundu, Otyikwanhama, etc.). The scope of this study and its analysis is informed by different perspectives presented by Byram (1997); Byram, Gribkova & Starkey (2002), Kramsch’s (1993:24), Corbet (2003) and others. This study’s primary data was collected through a student questionnaire, applied to 15 upper-intermediate students, and a lesson observation checklist, used by two different observers of 4 different classes from different teachers. From these two research instruments, it was possible to conclude that a) a significant number of respondents see intercultural communicative competence as part of the core skills needed to survive the context of global communication; b) the use of target language literary texts and of web-mediated materials can easily lead students to develop openness for tolerance to diversity and dispossession of stereotypes.