Fostering the Critical Perspective in Intercultural Competence: The Role of the L2 Japanese Teacher

Magdalena Vassileva

doi:10.4312/ala.15.2.87-121

Authors

Magdalena VASSILEVA St Cyril and St Methodius University of Veliko Tarnovo https://orcid.org/0009-0003-4368-5345

DOI:

https://doi.org/10.4312/ala.15.2.87-121

Keywords:

intercultural competence, critical intercultural perspective, L2 Japanese learners, L2 Japanese teacher, L2 Japanese teaching methodology

Abstract

This study examines an underexplored aspect of intercultural competence, focusing on critical evaluation, communicative criticality, and a critical intercultural perspective. It investigates how an L2 Japanese teacher purposefully integrates a critical approach in an Intercultural Communication course. Insights from the teacher, learners, and institutional authorities reveal a holistic design that blends language and culture through cycles of instruction, discussion, reflection, and evaluation. A key feature is its scaffolding structure and smooth theory-to-practice transitions, supporting critical intercultural development. The teacher plays a vital, evolving role as both mediator and bridge between institutional goals, pedagogy, and learning outcomes.

Metrics

Metrics Loading ...

Downloads

Download data is not yet available.

References

Barnett, R. (1997). Higher education: A critical business. Milton Keynes: Open University Press.

Bon, S. (2022). Developing Cambodian secondary school students’ intercultural competence: Strategies and challenges. Issues in Educational Research, 32(3), 887–905. http://www.iier.org.au/iier32/bon.pdf

Brumfit, C., Myles, F., Mitchell, R., Johnston, B., & Ford, P. (2005). Language study in higher education and the development of criticality. International Journal of Applied Linguistics, 15(2), 145–168. https://doi.org/10.1111/j.1473-4192.2005.00085.x

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.

Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Strasbourg: Council of Europe. https://rm.coe.int/16802fc1c3

Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. https://www.coe.int

Csendom, A. (チェンドム・アンドレア), & Okada, A. (岡田昭人). (2024). Dōga sakusei o tsūjita ibunka rikai to gogaku kyōiku no kōka — Yūchūbu katsuyō no jissen (動画作成を通じた異文化理解と語学教育の効果―ユーチューブ活用の実践) [YouTube video creation as a tool for intercultural and language education: Insights from university workshops]. Kokusai Kankei Ronsō, 13(2), 69–87. [Japanese]

Deardorff, D. K. (2004). The identification and assessment of intercultural competence as a student outcome of international education at institutions of higher education in the United States [Unpublished doctoral dissertation]. North Carolina State University.

Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287002

Deardorff, D. K. (2011). Intercultural competence in foreign language classrooms: A framework and implications for educators. In A. Witte & T. Harden (Eds.), Intercultural competence: Concepts, challenges, evaluations. Bern, Switzerland: Peter Lang International Academic Publishers.

Hiver, P., Sánchez Solarte, A. C., & Whitehead, G. E. K. (2021). The role of language teacher metacognition and executive function in exemplary classroom practice. The Modern Language Journal, 105(1), 48–69. https://doi.org/10.1111/modl.12707

Holubnycha, L., Kostikova, I., Leiba, O., Lobzova, S., & Tkachenko, I. (2019). Developing students’ intercultural competence at the tertiary level. Revista Românească pentru Educaţie Multidimensională, 11(3), 245–262. https://doi.org/10.18662/rrem/149

Japan Foundation 国際交流基金 Kokusai Kōryū Kikin. (2010). JF Standard for Japanese Language Education 日本語教育スタンダード Nihongo Kyōiku Sutandādo [JF Standard for Japanese Language Education]. Tokyo, Japan: Japan Foundation.

Japan Foundation 国際交流基金 Kokusai Kōryū Kikin. (2022). Suan Nihon e iku! スアン日本へ行く！ [Xuan tackles Japan!] [Educational Japanese drama series]. Directed by Sumida, T. (住田崇); screenplay by Saitō, E. (斎藤栄作) & Kumamoto, H. (熊本浩武); produced by Ogasawara, K. (小笠原耕介). Tokyo, Japan: Japan Foundation. Retrieved from https://www.hikidasu.jpf.go.jp/en/corner/drama/

Knight, J. (2013). The changing landscape of higher education internationalization – For better or worse? Perspectives: Policy and Practice in Higher Education, 17(2), 84–90. https://doi.org/10.1080/13603108.2012.753957

Kondō, A. (近藤彩), Kim, H. (金孝卿), Muguda, Y. (ムグダヤルディー), Fukunaga, Y. (福永由佳), & Ikeda, R. (池田玲子). (2015). Bijinesu Komyunikēshon no tame no Kēsu Gakushū: Shokuba no Daibāshiti de Manabiau [Kyōzai-hen] ビジネスコミュニケーションのためのケース学習職場のダイバーシティで学び合う【教材編】 [Case-based learning for business communication: Learning together in workplace diversity – Teaching material edition]. Tokyo, Japan: Kokopub ココ出版.

Kubanyiova, M. (2015). The role of teachers’ future self guides in creating L2 development opportunities in teacher‐led classroom discourse: Reclaiming the relevance of language teacher cognition. The Modern Language Journal, 99(3), 565–584. https://doi.org/10.1111/modl.12244

Liddicoat, A. J. (2020). Critical perspectives in intercultural language learning. Estudios de Lingüística Inglesa Aplicada (ELIA), 19(1 Monogr.), 17–38. https://doi.org/10.12795/elia.mon.2019.i1.02

Liddicoat, A. J. (2024). Developing a critical intercultural perspective in language learning. Electronic Journal of Foreign Language Teaching, 21(Supplement), 97–108.

Lim, H. Y., & Griffith, W. I. (2016). Developing intercultural communicative competence in foreign language learning. Sociology and Anthropology, 4(11), 1030–1035. https://doi.org/10.13189/sa.2016.041110

McGrath, C., Palmgren, P. J., & Liljedahl, M. (2018). Twelve tips for conducting qualitative research interviews. Medical Teacher, 41(9), 1002–1006. https://doi.org/10.1080/0142159X.2018.1497149

Moeller, A. K., & Nugent, K. (2014). Building intercultural competence in the language classroom. In S. Dhonau (Ed.), Unlock the gateway to communication (pp. 1–18). WI: Crown Prints.

Nolan, M., & Hickman, P. (2024). Developing intercultural competence through short-term study abroad programs: A qualitative case study. Frontiers: The Interdisciplinary Journal of Study Abroad, 36(1), 596–623. https://doi.org/10.36366/frontiers.v36i1.821

Parks, E. (2018). Communicative criticality and savoir se reconnaître: Emerging new competencies of criticality and intercultural communicative competence. Language and Intercultural Communication, 18(1), 107–124. https://doi.org/10.1080/14708477.2017.1401691

Qiu, F. (2022). Reviewing the role of positive classroom climate in improving English as a foreign language students’ social interactions in the online classroom. Frontiers in Psychology, 13, 1012524. https://doi.org/10.3389/fpsyg.2022.1012524

Sercu, L. (2023). Internationalization at home as a factor affecting intercultural competence: A study among Belgian university students. European Journal of Higher Education, 13(4), 536–557. https://doi.org/10.1080/21568235.2022.2094815

Taherdoost, H. (2022). How to conduct an effective interview: A guide to interview design in research study. International Journal of Academic Research in Management (IJARM), 11(1), 39–51. https://hal.archives-ouvertes.fr/hal-03741838

Tōgō, T. (東郷多津), Yoshino, Y. (吉野康子), & Haida, K. (拝田清). (2021). Kasōteki Ibunka Rikai Taiken no Jissen Kenkyū — Kyōshitsunai de no Kyōdō Gakushū o Tōshite 仮想的異文化理解体験の実践研究 ― 教室内での協同学習を通じて ― [A practical study of simulated intercultural experience: Through collaborative learning in the classroom]. Wayō Joshi Daigaku Eibun Gakkaishi 和洋女子大学英文学会誌, 56, 69–80. Tokyo, Japan: Wayō Joshi Daigaku.

Van den Branden, K. (2006). Task-based language education: From theory to practice. Cambridge: Cambridge University Press.

Van Ek, J. A. (1986). Objectives for foreign language learning. Council for Cultural Cooperation. Strasbourg.

Vandommele, G., Van den Branden, K., & Van Gorp, K. (2018). Task-based language teaching: How task-based is it really? In V. Samuda, K. Van den Branden, & M. Bygate (Eds.), TBLT as a researched pedagogy (pp. 165–198). John Benjamins. https://doi.org/10.1075/tblt.12.07van