Social actors in an Intercultural Communication classroom: A discursive lens of intercultural education
DOI:
https://doi.org/10.25170/ijelt.v13i1.1449Keywords:
Intercultural communication, social actors, discursive representation, otheringAbstract
This study focused on how teachers and students as the social actors in an Intercultural Communication (IC) classroom were represented discursively. A video recording transcript of IC classroom activities at a state University in Indonesia was selected as the data source. The data source was rigorously analysed through van Leeuwen’s Socio-semantic inventory of social actors framework (Van Leeuwen, 1996). The main findings show that social actors in IC classroom can be categorised into two main thematic representations, namely positive and negative ones. disclosed that Hamzah as the representative of classroom presenters was represented as victimised, oppressed, intimidated and minoritised actor. Hamzah’s Mathematics teacher was depicted as an intolerant, dehumanising, discriminatory and oppressing actor. Hamzah’s Social Sciences teacher was illustrated as a racial, stereotyping, dominant and provoking actor. The Intercultural Communication teacher was delineated as the actor endeavoring to encourage his students to be tolerant, critical, supportive and open-minded people. Hamzah’s classmates in IC classroom were characterised as sympathetic, supportive, friendly and reactionary actors.
References
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Bloomaert, J. (2005). Discourse. Cambridge, U.K.: Cambridge University Press.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9 (2), 27-40.
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Ciprianová, E., & Vančo, M. (2010). English in the age of globalization: Changing ELT models, restructuring relationships. JoLIE, 3, 123-135.
Coffin, C. (2001). Theoretical approaches to written language: A TESOL perspective.’ Burns, A. and Coffin, C. (eds.) Analysing English in a Global Context: A Reader. Oxon: Routledge.
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Huang, Y., & Kou, Y. (2012). Empirical study on intercultural communication teaching for English majors in Chinese universities. Cross-Cultural Communication, 8(6), 21-29.
Huckin, T.N. (1997). Critical discourse analysis. In T. Miller (Ed.), Functional approaches to written text: Classroom applications. Washington, D.C.: United States Information Agency. Retrieved fromhttp://files.eric.ed.gv/fulltext/ED417422.pdf#page=87
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Jin, S. (2015). Using Facebook to promote Korean EFL learners’ intercultural competence. Language Learning & Technology, 19 (3), 38–51.
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Kiss, T., & Weninger, C. (2017). Cultural learning in the EFL classroom: The role of visuals. ELT Journal, 71, 186-196.
Kramsch, C. (1998). Language and culture. Oxford, UK: Oxford University Press.
Kramsch, C. 2013. Culture in foreign language teaching. Iranian Journal of Language Teaching Research, 1 (1), 57-58.
Kress, G. (1990). Critical discourse analysis. Annual review of applied linguistics. 11, 84–99.
Kusumaningputri, R., & Widodo, H.P. (2018). Promoting Indonesian university students' critical intercultural awareness in tertiary EAL classrooms: The use of digital photograph-mediated intercultural tasks. System, 72, 49-61.
Lawless, K. (2014). Constructing the ‘other’: construction of Russian identity in the discourse of James Bond films. Journal of Multicultural Discourses, 9(2), 79-97.
Liu, J., & Fang, F. (2017). Perceptions, awareness and perceived effects of home culture on intercultural communication: Perspectives of university students in China. System, 67, 25-37.
Martin, J.N., Nakayama, T.K., & Carbaugh, D. (2012). The history and development of the study of intercultural communication and applied linguistics. In J. Jackson (Ed.), The Routledge handbook of language and intercultural communication (pp. 17-36). 711 Third Avenue, New York, NY 10017: Routledge.
Mirzaei, A., & Forouzandeh, F. (2013). Relationship between intercultural communicative competence and L2-learning motivation of Iranian EFL learners. Journal of Intercultural Communication Research, 42, 300-318.
Phillipson, R. (2012). Linguistic imperialism. Oxford: Oxford University Press.
Portera, A. (2014). Intercultural competence in education, counselling and psychotherapy. Intercultural Education, 25(2), 157-174.
Rashidi, N., & Rasti, A. (2012). Doing (in) justice to Iran's nuke activities? A critical discourse analysis of news reports of four western quality newspapers. American Journal of Linguistics, 1(1), 1-9.
Teo, P. (2000). Racism in the news: A Critical Discourse Analysis of news reporting in two Australian newspapers. Discourse & Society, 11(1), 7-49.
Titscher, S., Meyer, M., Wodak, R. & Vetter, E. (2000). Methods of text and discourse analysis. London, Thousand Oaks: Sage Publications Ltd.
Van Dijk, T. (1995). ‘Discourse Semantics and Ideology.’ Discourse and Society, 6 (2). 243-289.
Van Dijk, T. (2001). Critical discourse analysis. Oxford, England: Blackwell.
Van Leeuwen T. (1996). The representation of social actors. In: Caldas-Coulthard CR, Coulthard M (eds). Texts and practices: Readings in critical discourse analysis, 3, 32–70, Routledge, London.
Van Leeuwen T. (2008). Discourse and practice: New tools for critical discourse analysis. Oxford: University Press.
Weinstein, G., & Obear, K. (1992). Bias issues in the classroom: Encounters with the teaching self. New Directions for Teaching and Learning, 52, 39-50.
Weiss, G. and Wodak, R. (2003). Theory and interdisciplinarity in critical discourse analysis. Basingstoke: Palgrave Macmillan.
Wodak, R. & Meyer, M. (2009). Methods in Critical Discourse Analysis. London: Sage Publication Ltd.
Wodak, R. (2001). What CDA is about- a summary of its history, important concepts and its developments. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis. London, England: Sage Publications Ltd.
Adampa, V. (1999). Reporting of a violent crime in three newspaper articles. the representation of the female victim and the male perpetrator and their actions: A critical news analysis. In Centre for Language in Social Life, Working Papers Series (108).
Althusser, L. (1971). Ideology and ideological state apparatuses: Lenin and philosophy and other essays. New Left Books.
Amer, M. (2015). War reporting in the international press: A Critical discourse analysis of the Gaza War of 2008-2009. Unpublished Ph.D. Thesis, Faculty of Humanities, University of Hamburg, Hamburg.
Amer, M. (2017). Critical discourse analysis of war reporting in the international press: the case of the Gaza war of 2008–2009. Palgrave Communications, 3(1), 13.
Andriani, A., & Abdullah, F. (2017). Invigorating the EFL students in acquiring new linguistic knowledge: Language learning through projects. Proceedings of the 4th international language and language teaching conference, Nov, 2017, (pp. 1-15). Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Awayed-Bishara, M. (2017). EFL discourse as a cultural practice. Journal of Multicultural Discourses, 1-16.
Baker, W. (2012). English as a lingua franca in Thailand: Characterisations and implications. Englishes in Practice, 1, 18-27.
Bakhtin, M. (1986). Speech Genres and Other Late Essays. Texas: University of Texas Press.
Benson, P. (2015). Commenting to learn: Evidence of language and intercultural learning in comments on youtube videos. Language Learning and Technology, 19 (3) 88–105.
Bloomaert, J. (2005). Discourse. Cambridge, U.K.: Cambridge University Press.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9 (2), 27-40.
Burns, A. (2001). ‘Analysing spoken discourse: Implications for TESOL.’ Burns, A. and Coffin, C. (eds.) Analysing English in a global context: A reader. Oxon: Routledge.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A Practical introduction for teachers. Strasbourg: Council of Europe.
Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. Clevedon, Great Britain: Multilingual Matters.
Ciprianová, E., & Vančo, M. (2010). English in the age of globalization: Changing ELT models, restructuring relationships. JoLIE, 3, 123-135.
Coffin, C. (2001). Theoretical approaches to written language: A TESOL perspective.’ Burns, A. and Coffin, C. (eds.) Analysing English in a Global Context: A Reader. Oxon: Routledge.
East, M. (2008). Moving towards ‘us-others’ reciprocity: Implications of globalisation for language learning and intercultural communication. Language and Intercultural Communication, 8(3), 156-171.
Fairclough, N. (2001). The discourse of new labour: Critical discourse analysis. In M. Wetherell, S. Taylor, & S.J. Yates (Eds.), Discourse as data: A guide for analysis. Milton Keynes, U.K.: Sage Publications Ltd.
Fairclough, N. and Wodak, R. (1997): Critical discourse analysis. In T.A. van Dijk (Ed.), Discourse as social interaction, 10, 258–284. London: Sage Publications Ltd.
Foucault, M. (1972). The archeology of knowledge (A.M. Sheridan Smith translation). New York, NY: Pantheon Books.
Galante, A. (2015). Intercultural communicative competence in english language teaching: towards validation of student identity. BELT journal, 6 (1), 29-39.
Gibson, W.J. & Brown, A. (2009). Working with qualitative data. London: SAGE Publications Ltd.
Gramsci, A. (1971). Selections from the prison notebooks. Ed. And trans. Q. Hoare & G. Nowell Smith. London: Lawrence and Wishart.
Habermas, J. (1984). The theory of communicative action. Vol. 1. trans. Thomas McCarthy. Boston: Beacon Press.
Halliday, M.A.K. (1978). Language as social semiotics: The social interpretation of language and meaning. London: Edward Arnold.
Holliday, A., Hyde, M. and Kullman, J. (2010). Intercultural communication: An advanced resource book for students second edition. New York: Routledge.
Huang, Y., & Kou, Y. (2012). Empirical study on intercultural communication teaching for English majors in Chinese universities. Cross-Cultural Communication, 8(6), 21-29.
Huckin, T.N. (1997). Critical discourse analysis. In T. Miller (Ed.), Functional approaches to written text: Classroom applications. Washington, D.C.: United States Information Agency. Retrieved fromhttp://files.eric.ed.gv/fulltext/ED417422.pdf#page=87
Jackson, J. (2012). The Routledge handbook of language and intercultural communication. 711 Third Avenue, New York, NY 10017: Routledge.
Jin, S. (2015). Using Facebook to promote Korean EFL learners’ intercultural competence. Language Learning & Technology, 19 (3), 38–51.
Kachru, B. (2006). World Englishes and culture wars. In B. B. Kachru, Y. Kachru, & C. L. Nelson (Eds.), The handbook of world Englishes (pp. 446-471). Oxford: Blackwell.
Kiss, T., & Weninger, C. (2017). Cultural learning in the EFL classroom: The role of visuals. ELT Journal, 71, 186-196.
Kramsch, C. (1998). Language and culture. Oxford, UK: Oxford University Press.
Kramsch, C. 2013. Culture in foreign language teaching. Iranian Journal of Language Teaching Research, 1 (1), 57-58.
Kress, G. (1990). Critical discourse analysis. Annual review of applied linguistics. 11, 84–99.
Kusumaningputri, R., & Widodo, H.P. (2018). Promoting Indonesian university students' critical intercultural awareness in tertiary EAL classrooms: The use of digital photograph-mediated intercultural tasks. System, 72, 49-61.
Lawless, K. (2014). Constructing the ‘other’: construction of Russian identity in the discourse of James Bond films. Journal of Multicultural Discourses, 9(2), 79-97.
Liu, J., & Fang, F. (2017). Perceptions, awareness and perceived effects of home culture on intercultural communication: Perspectives of university students in China. System, 67, 25-37.
Martin, J.N., Nakayama, T.K., & Carbaugh, D. (2012). The history and development of the study of intercultural communication and applied linguistics. In J. Jackson (Ed.), The Routledge handbook of language and intercultural communication (pp. 17-36). 711 Third Avenue, New York, NY 10017: Routledge.
Mirzaei, A., & Forouzandeh, F. (2013). Relationship between intercultural communicative competence and L2-learning motivation of Iranian EFL learners. Journal of Intercultural Communication Research, 42, 300-318.
Phillipson, R. (2012). Linguistic imperialism. Oxford: Oxford University Press.
Portera, A. (2014). Intercultural competence in education, counselling and psychotherapy. Intercultural Education, 25(2), 157-174.
Rashidi, N., & Rasti, A. (2012). Doing (in) justice to Iran's nuke activities? A critical discourse analysis of news reports of four western quality newspapers. American Journal of Linguistics, 1(1), 1-9.
Teo, P. (2000). Racism in the news: A Critical Discourse Analysis of news reporting in two Australian newspapers. Discourse & Society, 11(1), 7-49.
Titscher, S., Meyer, M., Wodak, R. & Vetter, E. (2000). Methods of text and discourse analysis. London, Thousand Oaks: Sage Publications Ltd.
Van Dijk, T. (1995). ‘Discourse Semantics and Ideology.’ Discourse and Society, 6 (2). 243-289.
Van Dijk, T. (2001). Critical discourse analysis. Oxford, England: Blackwell.
Van Leeuwen T. (1996). The representation of social actors. In: Caldas-Coulthard CR, Coulthard M (eds). Texts and practices: Readings in critical discourse analysis, 3, 32–70, Routledge, London.
Van Leeuwen T. (2008). Discourse and practice: New tools for critical discourse analysis. Oxford: University Press.
Weinstein, G., & Obear, K. (1992). Bias issues in the classroom: Encounters with the teaching self. New Directions for Teaching and Learning, 52, 39-50.
Weiss, G. and Wodak, R. (2003). Theory and interdisciplinarity in critical discourse analysis. Basingstoke: Palgrave Macmillan.
Wodak, R. & Meyer, M. (2009). Methods in Critical Discourse Analysis. London: Sage Publication Ltd.
Wodak, R. (2001). What CDA is about- a summary of its history, important concepts and its developments. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis. London, England: Sage Publications Ltd.
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2018-05-31
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