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Makale Özeti:
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With new developments in applied linguistics, especially in countries
relying on immigration for population growth, a new approach to intercultural
linguistic competence is needed. Newcomers to Canada faced with two official
languages and cultures, in addition to their own, require second language teacher
preparation programs to cater to these new demands. The proposed second
language teaching preparation programs must keep in mind both the different
amounts of detail involved in acquiring professional acumen the accurate balance
across cultures.
A number of suggestions have been made for the processing of
information in an intercultural context through a step-by-step mental approach. In
today’s global knowledge economy, some parameters take on crucial importance
in situational contexts (Barton & Tusting, 2005; Myers, 2012; Olson, 2003).
Developing awareness of self and of how people interact in their native language
is a crucial aspect of this approach. In order to enhance comprehensibility and for
clearer output on language teaching issues, we look at integrating an interactional
perspective while simultaneously developing intra-personal intelligence. We
investigated future teachers’ endorsement of new implementations in an attempt
to shed light on ‘professionalization at work’.
Data were collected through observations of group discussions and an
analysis of written productions to uncover emergent themes. The findings
primarily pointed to the perceived importance of the development of linguistic
Intercultural Linguistic Competence Development competence based on new approaches advocated in applied linguistics and a new
way to integrate culture knowledge in teaching. We also analyzed Ministry
instructional videos intended to demonstrate how to develop intercultural
linguistic competence. These findings are discussed in light of the literature and
contextual elements. The results were overall positive and indicate that these new
implementations required a change in beliefs.
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