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1782 THEORY AND PRACTICE IN LANGUAGE STUDIES [8] Odebode, I. and Onadipe, A. (2011). Politeness Phenomenon in 'Abiku' Names among the Yoruba Nigerians: A Pragmatic Study. Cross Cultural Communication 7 (4):127-132 [9] Ogunba. O. (1982). Traditional Content of the Plays of Wole Soyinka. In Jones, E.D. (ed) African Literature Today. London: Heinemann [10] Olaosun I.E. (2000). Language and Style in Dramatic Discourse: A Linguistic Stylistic Study of Wole Soyinka‟s Kongi’s Harvest. Unpublished M.A. Thesis. Department of English, University of Ibadan. [11] Schneider, M. (2009). What‟s in my name? Toward a Generative Anthroponomastics. Anthropoetics 15(1):1-9. [12] Umukoro, M. M. (2002). Drama and Theatre in Nigerian Schools. Ibadan: Caltop Publications (Nigeria) Limited. [13] Yule, G. (1985). The Study of Language. Cambridge: Cambridge University Press. Idowu Olusola Odebode is a lecturer in Department of English at the Redeemer‟s University, Nigeria. His areas of interest include pragmatics, sociolinguistics and onomastics. He is the first recipient of the American Name Society‟s Emerging Scholar award. He is a native of Ibadan, Oyo State, Nigeria and is happily married. © 2012 ACADEMY PUBLISHER
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 2, No. 9, pp. 1783-1791, September 2012 © 2012 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.2.9.1783-1791 Intercultural Languages Education and Its Complex Insights: The Case of Indonesian Islamic Higher Education Ribut Wahyudi English Language and Letters Department, Faculty of Humanities and Culture, Maulana Malik Ibrahim State Islamic University, Malang, Indonesia Email: rwah5054@uni.sydney.edu.au Abstract—The integration of intercultural aspects in teaching and learning on target language is salient as it would benefit both for communicative competence and minimizing the possible misunderstanding between second language learners and the speakers of the target language. The inter-cultural aspects themselves are regarded as the democratic view of learning the language as they look closely and compare the learner’s culture and the target’s language culture, similar to the concept of ethnographic conversations to enhance inter-cultural learning (Heuser, 2012). The elaboration of the concepts of language, culture and inter-culture as well as teacher’s intra-cultural profile in relation to classroom pedagogy is essential. This would provide insightful knowledge for language teacher’s professional development and second language learner for their learning process. Index Terms—inter-cultural teaching, classroom pedagogy, intra-cultural profile, identity, intercultural stance and cultural knowings I. INTRODUCTION Every attempt to facilitate second language learners in a „successful‟ communication in target language is deemed essential. The parameter of this success lies on at least two aspects; communicative aspect as well as intercultural aspect (Liddicoat & Crozet, 2000, Liddicoat, 2004; Scarino, 2000; Sercu, 2002; Chavez, 2002). Furthermore, Corbett (2003, p.30) & Alptekin (2002, p.57) summarise it as „‟intercultural communicative competence‟‟. This notion is logically understandable as language learners might create „uninformed and unanalysed assumption derived from L1 culture‟ in which may result in misunderstanding while interacting with native speaker of the target language (Liddicoat, 2004; p.18). Moreover, „intercultural communicative competence‟ itself may be the most appropriate goal with regard to the fact that „language learning and teaching and culture are mutually implicated‟ (Atkinson, 1999, p. 647), as well as the concept that „language expresses, embodies, and symbolizes cultural reality‟ (Kramsh, 1998a, cited in Risager, 2006, p.14). Thus, as the synergy of language and culture, intercultural communicative competence is required to avoid the potential problems (Liddicoat, 2004), e.g. misunderstanding of concept „did you have a good weekend?‟ It is understood differently by French workers and local Australians, where French workers perceive it as a „real question‟ requiring detailed answer but Australians consider it as a usual greeting which merely needs a short answer (Beal, 1992). In relation to this, McConachy (2008) explains that „for second language learners understanding cultural significance of even relatively mundane conversational routines can prove to be problematic‟ (p.43). As argued as the most appropriate answer to globalisation by Gundara & Potera (2008), intercultural language education is projected to „understanding and valuing all languages and cultures, one‟s own language(s) and culture(s), target language(s) and culture(s), how to mediate among languages and cultures as well as developing intercultural sensitivity (Commonwealth of Australia, 2004). Realising the significant importance of intercultural language education and its possible contribution in language learning and teaching, this article will firstly, ‘compare and contrast various scholars’ definitions of language, culture and ‘intercultural’ along with its related terms such as cultural knowings, identity, language and classroom pedagogy, ethic and emic perspective, the potential challenges of intercultural teaching and secondly, describe my intracultural profile as well as its link to intercultural teaching practice as an on going professional development. My intercultural teaching is also provided at the end of article. II. THE DEFINITIONS OF LANGUAGE, CULTURE AND INTERCULTURE A. Language There is no single definition about language. Different scholars have their own interpretations about language related to their area of expertise. The following are the examples of them. Language is defined as „any basis of communication and understanding‟ (Macquarie dictionary, 2005, p.803). The example of this is language of flower, the language of © 2012 ACADEMY PUBLISHER
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Aims and Scope Call for Papers and
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(Contents Continued from Back Cover
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