Developing Intercultural Competence through Language Curricula: A case study of Sudan National Curriculum of English. (Published)
Citation:Da’oud Mohamed Gubair (2022) Developing Intercultural Competence through Language Curricula: A case study ofSudan National Curriculum of English, European Journal of English Language and Literature Studies, Vol.10, No.2, pp.58-71,
Abstract: The aim of this paper is to investigate Sudan National Curriculum of English (SPINE) for the themes and thematic areas with the potentiality of developing intercultural competence among learners. The study adopted a descriptive and analytical approach in the analysis of the content of the curriculum. The data were collected from three books of the series. The findings indicate that the series included a reasonable number of themes and thematic areas with varying degree of quantities and qualities. The findings also alluded to a number of factors that contribute to the inefficacy of these themes in developing intercultural competence among learners. These include the quantity and quality of the themes, their distributions across the series, the teacher’s attitude and the question of training on how to interculturalise teaching. Recommendations for fixing these deficiencies were suggested.
The university setting is the appropriate place to develop global and virtual abilities. Some disciplines include the multicultural dimension in their programs but the intercultural contact is often missing. Working with an international team, practicing negotiation strategies and using effective decision-making processes are examples of important elements that all professionals should master. These intercultural skills are better learned through first-hand experience (Kolb, 1984). For this reason, an intercultural and academic initiative has taken place between Universidad Nacional (UNA) in Costa Rica and FH Münster of Applied Sciences in Germany. The partnered project focuses on the elaboration of a collaborative project among students from different backgrounds (Costa Ricans and Germans; mainly) to obtain a final negotiated outcome in the elaboration of a sustainable business plan. Participants are 28 university students of an English Integrated course with emphasis on Business English from Universidad Nacional (UNA) in Costa Rica and 17 students from the Administration major taking a Business English class from FH Munster. This research aims two main goals: firstly, to include specific intercultural objectives in university courses and secondly; to give university students the opportunity to work with students from another university in a different part of the world and build intercultural teams.
ENHANCING ENGLISH PROSPECTIVE TEACHERS’ PRESENTATIONAL COMMUNICATION SKILLS AND INTERCULTURAL COMPETENCE: POST-PROCESS BASED PROGRAM (Published)
This study aimed at investigating the effectiveness of a training program based on the post process approach in enhancing English prospective teachers’ presentational communication skills and intercultural communication competence. Sample of the study consisted of thirty six prospective teachers. Written and oral presentational communication tests, an intercultural competence situation test and scale were administered to the study participants before and after the treatment. Participants’ performance on the post-tests revealed that they made tangible progress in their presentational skills and intercultural competence. Hence, this study was successful in achieving its aim. Theoretical and practical implications of the study results are discussed.