This action research centered on features of oral fluency among Chilean higher education students, focusing on the 'describing picture strategy' innovation. Set in the context of the Advanced English II course, the study determines the effects of the strategy in boosting oral fluency. The intervention of this investigation was enhanced by…

This research study examined international school teachers' perceptions of Intercultural Communicative Competence (ICC), and whether or not the teachers' sociocultural background could predict their ICC level. To collect data, 55 international school teachers participated in the quantitative phase of the study, out of which nine were selected for…

This study delves into the analysis of theories of language acquisition and teaching methods. A qualitative approach was used to analyze three language acquisition theories and five teaching methods to help and provide teachers with methods that are relevant and applicable in developing and enhancing the speaking skills of the students. Findings…

This qualitative case study investigates the development of intercultural communicative competence (ICC) of US Reserve Officer Training Corps cadets and their goals in learning critical languages. Semi-structured interviews were conducted and data were examined through inductive, thematic analysis. Findings indicate that goals appeared in…

Globalization and the digitalization of our lives have made it impossible to avoid (inter)cultural encounters. In the traditional classroom environment, students are expected to juggle a myriad of choices almost simultaneously. Factors like grammar, pronunciation, word choice, etc. are all important assessment factors to consider when looking at…

The cultural information transferred by language is an important part of Business English teaching. Therefore, teachers of Business English should not only improve the language level of the students, but also develop the students' cross-cultural understanding. The cultivation of intercultural business communication (IBC) competence could not be…

One cannot teach language without teaching culture; culture is the context for language learning. Cultural instruction must be integrated into all lessons throughout the year, not just taught as mini-lessons in order. Teachers cannot expect their students to gain intercultural competencies through activities that are not embedded in cultural…

Discusses culture, its linguistic representation, intercultural communication, and the requirements these three set for foreign-language teaching. The author illustrates that true communication requires awareness and sensitivity to cultural, as well as language-differences. (GR)

Discusses what makes good communicative English language teaching by focusing on an ethnographic study of six undergraduate university lessons. The lessons were observed while carrying out consultancy work in India and China. Suggests that cultural continuity between traditional and innovative forms of instruction emerges as an essential feature…

Increased international business and technological advances that speed business communication are affecting the expectations that business has for translators. More companies are asking translation agencies to translate such items as English business letters, advertising campaigns, flyers, brochures, and technical manuals into other languages,…

The official endorsement given to second languages by both the provincial and federal governments in Canada is reviewed, and reasons why second languages may be an important component of a basic education program are proposed. The question of which second language might be taught in schools is also addressed. The agreement to cooperate with the…

The goal of integrating coping skills into the English as a second language (ESL) curriculum is to enable adults to use language in the real world. To accomplish this goal, two kinds of input are needed: (1) comprehensive knowledge about the workings of American English, and (2) accurate information about the language contexts in which adults need…

The MEXUS program, a transnational, undergraduate, dual-degree program in the United States and Mexico, addresses the problem of how universities can better prepare students to manage business in an interdependent global marketplace. The program was initiated as a consortium of four institutions (San Diego State University and Southwestern College…

This final report describes a project at the University of Connecticut-Storrs, begun in 1993, to create a 5-year interdisciplinary, undergraduate, double-degree program, combining a bachelor of science in engineering with a bachelor of arts in German. The program, called Eurotech, is intended to provide students with practical, integrated foreign…