Fostering Intercultural Competencies in a Language Instruction for Newcomers to Canada Program
Date
2020-02-10
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Abstract
This research aims to add to the scholarly discourse on the topic of fostering intercultural competencies (IC) in Language Instruction for Newcomers to Canada (LINC) programs. This single qualitative case study explored how IC are perceived and fostered in a LINC program and sought to understand the challenges associated with fostering IC. The study’s data sources were: (a) Semi-structured interviews with program administrators, instructors, and students; (b) In-depth analysis of program documents, and (c) Field notes from classroom observations. Findings from the study indicated that students, instructors, and program administrators perceived IC as attitudes, skills, and knowledge. Social interactions were a significant finding; all three groups of participants perceived social interactions as IC. In addition, classroom and out of class activities offered opportunities to foster dialogue and increase cultural awareness, respect, and curiosity, but fostering IC was not a specific objective in the LINC program. The main challenge that students faced in fostering IC was language, while instructors and program administrators reported time, resources, and knowledge as challenges. Stakeholders in the LINC program, as well as researchers, and practitioners and policymakers of LINC programs may find these findings and recommendations useful in developing a curriculum that embeds intercultural education approaches.
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intercultural competencies, intercultural praxis, Language Instruction for Newcomers to Canada Program
Citation
Amery, E. L. (2020). Fostering Intercultural Competencies in a Language Instruction for Newcomers to Canada Program (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.