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Towards Intercultural Literacy of Language Teacher Education in the 21st Century

Towards Intercultural Literacy of Language Teacher Education in the 21st Century

Ping Yang
Copyright: © 2020 |Pages: 19
ISBN13: 9781799827221|ISBN10: 1799827224|EISBN13: 9781799827238
DOI: 10.4018/978-1-7998-2722-1.ch002
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MLA

Yang, Ping. "Towards Intercultural Literacy of Language Teacher Education in the 21st Century." Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms, edited by Georgios Neokleous, et al., IGI Global, 2020, pp. 22-40. https://doi.org/10.4018/978-1-7998-2722-1.ch002

APA

Yang, P. (2020). Towards Intercultural Literacy of Language Teacher Education in the 21st Century. In G. Neokleous, A. Krulatz, & R. Farrelly (Eds.), Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms (pp. 22-40). IGI Global. https://doi.org/10.4018/978-1-7998-2722-1.ch002

Chicago

Yang, Ping. "Towards Intercultural Literacy of Language Teacher Education in the 21st Century." In Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms, edited by Georgios Neokleous, Anna Krulatz, and Raichle Farrelly, 22-40. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2722-1.ch002

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Abstract

In the 21st century, language teacher education faces new challenges to cultivate multiliteracy in culturally diverse classrooms. This chapter focuses on the intercultural literacy language teachers need to develop as part of their teacher education and proposes a new model of intercultural literacy which includes intercultural verbal communication competence, intercultural attitudes, intercultural nonverbal communication competence, and intercultural awareness. These skills will contribute to language teacher education of the 21st century and the teachers' newfound intercultural literacy will help them meet the intercultural challenges and learning needs of culturally diverse students. This raises the question of why language teachers may need intercultural literacy. The four components of the model are described in detail, supported with current research, and illustrated with examples of literacy practices that can be implemented in the classroom.

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