The intercultural dimension in language learning: some cases studies

Chapter 1.

Introduction

Francisco J. Álvarez-Gil, Elena Quintana Toledo and Margarita E. Sánchez Cuervo

The relationship between culture and language in the context of language learning is a well-established topic within the field of (applied) linguistics. As scholars like Karlik (2023) have observed, culture can be conceptualized as a complex web of shared meanings, acquired through processes that closely resemble the social and interactive nature of language acquisition. However, there continues to be ongoing debate in the scholarly community regarding whether culture should be seen as a dynamic interaction between individuals or as an internalized construct within their cognitive frameworks. Effective communication depends significantly on recognizing cultural diversity and striving for mutual understanding (cf. Alonso-Almeida, 2024). This is particularly relevant when learning languages as a second language (cf. Álvarez-Gil, 2021). Language acquisition, especially non-natively attained, entails not only mastering vocabulary and grammar but also comprehending the cultural nuances inherent to the language. This dual process of linguistic and cultural learning is essential for successful cross-cultural interactions (Carrió Pastor, 2021).

In the realm of linguistic research, the fields of intercultural and cross-cultural communication have gained prominence due to their fundamental role in navigating the complexities of language learning and effective communication in diverse cultural environments. These areas are pivotal in bridging the gap between individuals from various cultural backgrounds and promoting successful interactions and language learning, even within the same cultural context. When individuals embark on the journey of learning a second language, they encounter not only new vocabulary and grammar but also the cultural nuances embedded within that language. This process aligns with the definition proposed by Kreuz and Roberts (2017), emphasizing how individuals from different cultural backgrounds employ language, making it essential for second language learners to explore these linguistic similarities and differences among cultures.

In the context of second language acquisition, the distinction between intercultural and cross-cultural communication becomes pertinent. Intercultural communication focuses on interaction with individuals from diverse cultural backgrounds, an essential skill for second language learners who may engage with native speakers or speakers from various cultural backgrounds (Bandura & Romanowski, 2019; Kecskes, 2013). Understanding the cultural context is crucial for effective communication in real-world situations. Conversely, cross-cultural communication, with its emphasis on comparing different cultures, provides valuable insights for second language learners by highlighting cultural variations that can influence language usage (cf. Mugford, 2021). This perspective can help learners better navigate the intricacies of the language they are acquiring, enabling them to adapt their communication styles appropriately when interacting with speakers from different cultural backgrounds.

Ultimately, in the context of second language learning, these notions affirm the importance of both linguistic and cultural competence. Second language learners need to not only master the mechanics of the language but also develop an awareness of how culture impacts communication. By doing so, they can engage in effective interactions with individuals from diverse cultural backgrounds and within their own cultural context, fostering meaningful cross-cultural and intercultural exchanges. The studies presented in this volume offer valuable insights concerning second language learning and teaching in relation to culture, progressing from broader themes to more specific aspects in (inter)cultural contexts.

After this introduction, in Chapter 2, entitled ‘The European Language Framework and Digital Competences for the Development of Interculture Mediation in Foreign Language Tuition for Engineers’, authored by María José Naranjo Sánchez and Mercedes Rico García, the focus is on addressing the potential challenges faced by language learners and educators in applying online methodologies and digital tools to enhance language and intercultural mediation competences. They draw upon two essential frameworks, the Common European Framework of Reference for Languages (CEFR) with its updated descriptors in terms of mediation and online communication, and the Digital Competence Framework for Educators (DigCompEdu). The authors, working within the European project IDEAL (Integrating Digital Education in Adult Language Teaching), explore the impact of online instruction in training engineering students for intercultural conflict mediation, particularly in monoculture settings.

The proposal outlines a comprehensive approach to equip engineering professionals with the skills necessary for intercultural mediation. This approach involves the design of a dynamic methodological model, incorporating various phases aimed at fostering the acquisition of intercultural competences through online instruction. The study also raises a crucial question: Can online intercultural mediation instruction effectively address the challenges associated with national cultural traits and facilitate better intercultural understanding and agreement within international consortia of engineers working on final projects in this field? This chapter offers valuable insights into how digital tools and online methodologies can be harnessed to develop language and intercultural mediation competences, particularly within the context of engineering education.

The following chapter, ‘Teaching Mediation in Higher Education: A Case Study in the Field of Hotel Management’, by Iria Bello Viruega, Miquel Pomar-Amer, and Maria del Mar Crespí Ferriol, reports on the intersection of language for specific purposes and higher education, with a particular focus on the development of mediation skills as advocated by the Common European Framework of Reference (CEFR). In the context of a Spanish public university during the 2021/2022 academic year, the authors present the outcomes of a teaching innovation project that aimed to equip students in the field of Hotel Management with cross-cultural communication skills and intercultural competence. The project specifically involved the coordination of two mandatory courses, ‘English for Executives’ and ‘Labor Relations in the Hotel Sector’, to address the growing demand for professionals in the tourism industry with a strong foundation in intercultural communication and mediation skills. A task-based approach was adopted to facilitate meaningful learning and real-world task engagement.

The study’s exploration of students’ perceptions and involvement in the innovation project was carried out through a survey distributed at the end of the term. Data analysis uncovered variations in students’ levels of involvement and satisfaction, despite acknowledging the project’s utility in enhancing their communicative competence. This disconnect between students’ perceived needs and their commitment to fulfilling them raises questions about the effectiveness of the ‘action-oriented approach’. These findings resonate with similar studies addressing student disengagement and its impact on the acquisition of competences advocated by the CEFR’s new Companion Volume. The chapter offers valuable insights into the challenges of implementing the ‘action-oriented approach’ in higher education and underscores the need for further scholarly debate and the design of new approaches to meet the evolving demands of language education in a rapidly changing world. The didactic implications drawn from these findings highlight the value of telecollaboration as an effective means to enhance intercultural learning within foreign language courses. Additionally, the chapter sheds light on the practical aspects of establishing successful telecollaborative projects, underscoring their significance in language education.

The subsequent chapter by Giulia Ciaramita explores the use of multimodality as a mediation strategy in foreign language textbooks. The chapter revolves around the concept of mediation, which encompasses strategies and activities that facilitate communication, including translation, paraphrasing, summarizing, adapting language, and reformulating discourse. In today’s globalized societies, possessing verbal mediation skills is crucial, as emphasized by the Council of Europe. Moreover, mediation skills are increasingly recognized as fundamental soft skills in the job market. This contribution also highlights the need to incorporate the teaching of mediation in language classrooms. However, the study also acknowledges that teachers often require training to effectively integrate mediation into their classes. The chapter introduces the concept of multimodality, which refers to the use of various semiotic modes, such as text, image, and design, to mediate between texts and their readers. This is particularly relevant in language teaching materials, which have evolved to include digital components and multimedia elements.

The research aims to uncover whether foreign language textbooks incorporate multimodal activities and strategies with mediating functions and how these elements are introduced in the classroom. The study analyses four textbooks used in Italian and Spanish secondary education schools for learning English and French. It identifies mediation activities, classifies them based on their multimodal nature, and relates these activities to the mediation strategies that teachers may employ. The chapter concludes with recommendations for leveraging multimodal semiotic resources as effective mediation tools.

In Chapter 5, ‘Intercultural Variation in Formative and Summative Assessment in Teaching English at Higher Education’, authored by María Luisa Carrió-Pastor, the study explores the impact of intercultural variation on formative and summative assessment in the context of teaching English to engineering students on an online platform. The research presents the results of a two-year experiment conducted at the Universitat Politècnica de València, involving four groups of students with diverse linguistic backgrounds. These students, with an intermediate level of English, were enrolled in a course to attain an upper- intermediate level, and their mother tongues were either Spanish or Chinese.

In the experimental group, formative assessment was implemented, wherein Chinese and Spanish students were encouraged to use more sophisticated and complex language, receiving praise for effective communication. Teachers also offered extra credit to learners attempting to employ more advanced language, even if mistakes were made, and provided feedback through the teaching platform PoliformaT and the videoconferencing tool Teams. Small-group activities were designed to facilitate formative assessment, with students receiving feedback from both peers and teachers. The study then compared the results of various activities conducted in the experimental and control groups, taking into account the linguistic background of the students. The findings revealed that Spanish students in the experimental group exhibited more effective communication skills compared to Chinese students in both the control and experimental groups, highlighting the influence of intercultural variation on language learning and assessment in higher education.

In Chapter 6, ‘Why Shouldn’t We Lose Sight of Heritage Speakers in the Context of Intercultural Perspectives on Language Varieties’, authored by Andrea Wehrli, the focus centres on the importance of recognizing and valuing the linguistic repertoires and experiences of heritage speakers within the context of multilingualism and intercultural perspectives. The chapter challenges the traditional approach that views people as carriers of a single culture and predominantly acknowledges monolingualism, often overlooking the linguistic and cultural diversity that heritage speakers bring. Wehrli’s research, influenced by scholars like García (2020), argues that for plurilingual speakers, languages are interconnected repertoires. Heritage speakers naturally engage in translanguaging, allowing them to navigate and adapt linguistically and culturally in various monolingual and monocultural contexts. This plurilingualism is not seen as better or worse than monolingualism but as fundamentally different, with individuals acquiring distinct skills based on their linguistic and cultural backgrounds.