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The Intercultural Dimension of Foreign Language Teaching, Learning and Assessment: Theory and Practice

The Intercultural Dimension of Foreign Language Teaching, Learning and Assessment: Theory and Practice

Edited by

Prof. Dr. Dinçay KÖKSAL


Published by : Global Academy Publishing House

ISBN Number : 978-625-8284-98-0

Publishing Date : March 22, 2024

All rights of this book belong to Global Academy Publishing House. No part of this publication may be reproduced, stored, retrieved system, ortransmitted, in any form or by any means, without the written permission of the Global Academy Publishing House. Any person who does any unauthorized act in relation to this publication may be liable for criminal prosecution and civil claims for damages. All chapters published in this book have been double blind peer reviewed. The individual essays remain the intellectual properties of the contributors. ©Copyright March, 2024


When foreign language teaching, learning, and evaluation are viewed through an intercultural lens, it becomes clear that language has evolved into a process that includes intercultural interaction and understanding, rather than simply teaching words and grammatical rules. In this context, culture, which is an inherent part of language, is an important factor that enriches and adds meaning to language learning.

The intercultural dimension of foreign language teaching aims to provide students with context and communication skills that extend beyond language. Understanding that language is more than just words and grammatical rules allow students to better understand the societies and cultures in which the language is used. The intercultural dimension in language teaching informs students about the social norms, traditions, behavioural patterns, and values of the societies in which the language is spoken. This allows the language learner to interact more effectively with his or her contacts while also developing culturally sensitive communication skills. Furthermore, the intercultural dimension of language learning provides an opportunity to understand how the language is used in real life. Language is more than just the act of putting words together; it also includes the ability to understand how to interact within a community using those words. For example, teaching students cultural elements such as everyday expressions, traditional rituals, expressions, and slang enriches their practical language use.The intercultural dimension in assessment processes takes into account students' language proficiency not only through grammar and vocabulary, but also how they communicate in a cultural context. Exams and performance assessments can be tailored to evaluate students' cultural sensitivity, expressiveness, and language skills in a cultural setting.

The current curriculum and the design of new curricula are critical in language learning. Curriculum design is a planning and organizing process that guides educational processes. Curriculum design and intercultural competence play an important role in enriching educational programs and providing students with a global perspective. When intercultural competence is integrated into this design, students have the opportunity to learn about elements of different cultures such as art, literature, history, and language. This broadens students' perspectives and helps them understand cultural diversity. Integrating intercultural competence into curriculum design aims to help students develop intercultural communication skills. Aside from grammar and vocabulary, communication skills include intercultural sensitivity, empathy, and effective communication techniques. Intercultural communication skills are developed by giving students opportunities to interact with people from various cultures.

Improving intercultural communication skills has become a key learning objective in today's globalized world. In the classroom, students can learn intercultural communication skills through a variety of effective practices. Intercultural discussions in the classroom, cultural exchange programs, culturally themed project studies, participation in cultural events, intercultural communication simulations, and intercultural sensitivity training are all effective studies that promote learning through experience while also strengthening cultural interaction in language teaching. These classroom practices are designed to provide students with the skills and awareness required for successful intercultural communication. This allows students to acquire not only language knowledge but also the social skills required for successful intercultural interaction.

This book examines teaching, learning, and the intercultural dimension in language education, both theoretically and practically. The book, which includes original research, offers new perspectives for teachers by addressing developmental methods.

We would like to thank the authors and experts who contributed to the present book. We'd like to thank the entire publishing house team for their contributions to publish this book.

Prof. Dr. Dinçay KÖKSAL & Dr. Özlem KARAAĞAÇ TUNA


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