Intercultural Communicative Competence in the Algerian Middle School: An Investigation of its Teaching in Spotlight on English Book Two
Mouloud Mammeri University of Tizi-Ouzou
The present investigation is concerned with the analysis of the EFL textbook namely Spotlight on English Book 2 in the Algerian Middle School. The study has set two main objectives that will be reached. The first aim is to seek whether the textbook approaches the theoretical framework of Byram’s model of ICC which is built upon four dimensions that are Knowledge, Attitudes, Skills, and Critical Cultural Awareness. As for the second objective, it is to demonstrate through teachers’ answers the extent to which the textbook is effective in the acquisition of the intercultural communicative skills. To reach the objective above, we have conducted an examination of the contents of the textbook in relation to the theoretical framework of Byram’s model of (ICC). For the sake of collecting more information about the efficiency of the textbook’ contents in teaching and acquiring (ICC), we have designed a questionnaire as a research technique. The latter is administered to 30 Middle School teachers and it is used to reinforce the findings of our analysis to draw coherent conclusions. The findings of both the textbook and the questionnaire are obtained using the mixed methods. The qualitative research is used within the textbook analysis and within the interpretation of the questionnaire’s results, as for the quantitative method, it is used to describe the statistical findings of the research instrument. Our research findings reveal that the four dimensions of Byram’s model of (ICC) are included in the textbook. These components are presented through different forms; texts, tasks, pictures, maps, role plays, and projects. However, the presence of these components differs from one dimension to another. That is, the textbook has provided the learners with more opportunities where they can develop their knowledge and raise their positive attitudes of openness and curiosity towards other cultures than the ones provided to develop their skills and critical cultural awareness. Indeed, the teachers’ answers to the questionnaire have supported this point. In addition to this, their answers show that the limited and the insufficient information about the topics of the textbook as well as the tasks that deal with the intercultural dimension should be varied and enriched to develop the learners’ intercultural communicative abilities.
Byram’s model of (ICC), Knowledge, Attitudes, Skills, Critical Cultural Awareness.
Language and Communication