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dc.contributor.authorHeggernes, Sissil Lea
dc.date.accessioned2022-06-01T13:18:44Z
dc.date.available2022-06-01T13:18:44Z
dc.date.created2021-04-09T11:09:35Z
dc.date.issued2021-03-23
dc.identifier.issn1747-938X
dc.identifier.urihttps://hdl.handle.net/11250/2997256
dc.description.abstractThis review maps and critically evaluates 36 empirical studies from English language teaching (ELT), focusing on the role of texts and activities in intercultural learning. The rationale for this review is the call for theoretically-based recommendations for English language (EL) teachers and researchers on the selection of texts and the design of activities for intercultural learning. It draws on principles from Critical Interpretive Synthesis (CIS), and the studies were gathered from systematic searches of databases, supplemented by manual searches of relevant journals. The results show that fiction texts are more widely used and more strongly rationalized for use than nonfiction texts. There is also a strong focus on dialogic and student-centred activities, and less focus on experiential teaching. It argues that an awareness of the affordances of different text types can assist teachers in mediating EL students’ intercultural learning and recommends a greater variety of research and teaching approaches to identify intercultural learning processes. Furthermore, the review calls for more research on intercultural learning in primary and secondary ELT.en_US
dc.language.isoengen_US
dc.publisherElsevieren_US
dc.relation.ispartofseriesEducational Research Review;Volume 33, June 2021, 100390
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectFiction textsen_US
dc.subjectNonfiction textsen_US
dc.subjectIntercultural communicative competenciesen_US
dc.subjectEnglish language teachingen_US
dc.subjectReviewsen_US
dc.titleA critical review of the role of texts in fostering intercultural communicative competence in the English language classroomen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2021 The Authoren_US
dc.source.articlenumber100390en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2
dc.identifier.doihttps://doi.org/10.1016/j.edurev.2021.100390
dc.identifier.cristin1903160
dc.source.journalEducational Research Reviewen_US
dc.source.volume33en_US
dc.source.issue33en_US
dc.source.pagenumber1-12en_US


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