THAO NGUYEN -
TUNG VU (Queensland University of Technology)

FACILITATING COMMUNICATIVE COMPETENCE BY CONSIDERING LEARNERS€™ CULTURAL BACKGROUNDS: IMPLICATIONS FOR INCLUSIVE EFL CLASSROOMS : INTERCULTURAL COMMUNICATION

The workshop demonstrates how ELT Vietnamese teachers facilitate communicative competence among adolescent learners. It is grounded on an aim to promote the benefits of EFL on cultivating the learners’ pride in maintaining their identities. The talk is based in the high-school learning environment, which helps address the over-reliance on Grammar-Translation Method as well as teachers’ low skills of assessment as a cause of learners’ limited language use and decreasing motivations (Bui, 2016). Inspired by the presenters’ research on a small-scaled project that reports on the employment of students’ cultural background on creating an inclusive learning and learner-centered environment. The presenters, guided by Canale & Swain (1980), will justify by an example which involves teaching the adjectives’ order based on an integration of cultural dimensions. This expectedly allows a maximum of opportunities to encourage learners to recognize, include and negotiate their personal and cultural identities with other peers through Speaking meaning-making processes. Around the underlying weakness of language instruction as aforementioned, before a thorough elaboration of obvious steps, the presenters will inform quickly theoretical concepts which guide the indicated elaboration. Especially, the concepts are meant to be related specifically to teaching English language in which culture is embedded.

Thao Nguyen now works in ISB - Banking Academy, Hanoi, Vietnam. She has been teaching English language skills development, EFL methodology and ESP for 8 years. She has joined many national and international academic conferences. Her research interests include skills development, teaching methodology, assessment, and teacher training.

Vu, Ngoc Tung is a doctoral student at QUT, Australia. His interests in research encompass English teachers’ intercultural communication, identity practice, and agency enactment. His motivation to explore various parts of teacher education following his awareness of proliferating importance in teacher education of the Vietnamese contexts.