The Paradigms of Teaching English across Cultures: EFL Teachers' Perspectives

Leffi Noviyenty, Leffi Noviyenty and Ruly Morganna, Ruly Morganna and Fakhruddin, Fakhruddin The Paradigms of Teaching English across Cultures: EFL Teachers' Perspectives. IJCI: International Journal of Curriculum and Instruction.

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Abstract The present study aimed at qualitatively probing into EFL teachers’ perspectives on the paradigms of teaching English across cultures (TEAC). Five EFL teachers were purposively involved as the participants. The data were garnered from in-depth interview. This study revealed a variety of perspectives addressing TEAC paradigms. All EFL teachers showed their supporting perspectives on TEAC paradigms. They accepted the natures of English as the world lingua franca, mutual intelligibility and comprehensibility in English communication, intercultural communicative competence as the framework of English communication, supporting students to be intercultural English users, and bilingual as well as intercultural English users as EFL learning models. Their perspectives on TEAC paradigms likely indicated that they would hold these paradigms while teaching English in the classrooms. Further studies are expected to delve into the practices of TEAC so that the data could be of great references for other Indonesian EFL teachers to apply TEAC in the classrooms. © 2017 IJCI & the Authors. Published by International Journal of Curriculum and Instruction (IJCI). This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND) ( Keywords: English, culture, teaching English across cultures

Item Type: Article
Leffi Noviyenty, Leffi NoviyentyUNSPECIFIED
Ruly Morganna, Ruly MorgannaUNSPECIFIED
Fakhruddin, FakhruddinUNSPECIFIED
Subjects: L Education > L Education (General)
P Language and Literature > PE English
Divisions: Pasca Sarjana > Manajemen Pendidikan Islam-S2
Depositing User: Mr fakhruddin fakhruddin
Date Deposited: 28 Apr 2022 03:03
Last Modified: 28 Apr 2022 03:03

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