Towards a stance de-centring model for the foreign language classroom: Training 21st-century agents of change

IF 3.7 2区 教育学 Q1 Social Sciences
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引用次数: 0

Abstract

The present paper describes a new, theoretically grounded model for stance de-centring that advocates for enhancing foreign language learners’ intercultural awareness, sensitivity, and behaviours. This model embraces both three levels of stance de-centring: epistemic, emotional and effective, and three dimensions of intercultural competence: cognitive, affective and conative. Epistemic, emotional, and effective stance de-centring is carried out at the cognitive, affective and conative intercultural dimensions to raise foreign language learners’ intercultural awareness, develop their intercultural sensitivity, and activate their intercultural behaviours. Each intercultural dimension comprised within the model is rigorously examined, highlighting the importance of nurturing skills in critical thinking, empathy, and behavioural adaptability to counter ethnocentrism through stance de-centring. Practical examples illustrating the successful implementation of the stance de-centring model within the foreign language classroom are also presented. These examples elucidate the practical application and potential impact of the model, offering insights into fostering inclusive environments and preparing foreign language learners to navigate diverse cultural landscapes as future agents of change.

建立外语课堂的去中心化立场模式:培养 21 世纪的变革推动者
本文介绍了一种新的、有理论基础的立场去中心化模式,主张提高外语学习者的跨文化意识、敏感性和行为。该模式包括三个层次的立场去中心化:认识、情感和有效,以及跨文化能力的三个维度:认知、情感和内涵。在认知、情感和内涵三个跨文化维度上进行认识、情感和有效的立场去中心化,以提高外语学习者的跨文化意识,培养他们的跨文化敏感性,激活他们的跨文化行为。对该模式所包含的每个跨文化维度都进行了严格审查,强调了培养批判性思维、移情能力和行为适应能力的重要性,以通过立场去中心化来抵制种族中心主义。此外,还介绍了在外语课堂上成功实施立场去中心化模式的实例。这些实例阐明了该模式的实际应用和潜在影响,为营造包容性环境和培养外语学习者作为未来变革的推动者驾驭多元文化环境提供了真知灼见。
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来源期刊
Thinking Skills and Creativity
Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
16.20%
发文量
172
审稿时长
76 days
期刊介绍: Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.
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