Utforsking av Integrering av Litteratur for å Fremme Interkulturell Kompetanse i Norske Videregående EFL- klasserom
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Abstract
This thesis explores the use of literature to foster intercultural competence (IC) in Norwegian upper secondary English as a Foreign Language (EFL) classrooms. The research addresses several key questions: the strategies EFL teachers use to teach IC, their understanding of IC, how the teachers’ cognition influences text selection, and the differences in cognition and approaches between novice and experienced teachers. The research is set in the Norwegian educational context, where fostering IC is a crucial goal in the core curriculum. The findings of this research align with the known theoretical frameworks on intercultural competence provided by UDIR (2023), Byram’s (2021) ICC model, and UNESCO’s (2013) IC framework, highlighting empathy, understanding diverse perspectives, and the use of literature and media as key components of IC.
This study's findings show that teachers' main strategies to foster intercultural competence (IC) include literature, reflection, discussion, role-playing, diverse media, and current affairs, all aimed at promoting empathy, understanding, and global awareness among Norwegian upper secondary students. The participants demonstrate a strong understanding of IC and highlight significant ways teacher cognition affects their selection of classroom texts. This study found differences in how novice and experienced EFL teachers approach literature. Novice teachers used more open and experimental approaches, focusing on variety and student engagement. In contrast, experienced teachers used a more structured method that balances personal interests with curriculum goals.
This study was conducted as mixed-methods research. The qualitative data was collected via interviews, and the quantitative data was collected via an online questionnaire. The sample for this project was Norwegian EFL teachers who had taught or currently teach at the upper secondary level. Six teachers participated in the qualitative data, and 22 teachers participated in the quantitative data. A small sample size limited this study, so the findings do not apply to all EFL teachers in Norway. A larger participant group would have provided more robust data.
Considering the growing emphasis on intercultural understanding in education policy, by examining how Norwegian EFL teachers use literature to teach IC, the study contributes insights that can shape future teaching practices and policies. The thesis’ main findings shed light on the importance of developing IC in students, focusing on teacher cognition, strategies and text selection in EFL classrooms, adding depth to understanding how literature supports IC. This thesis explores the use of literature to foster intercultural competence (IC) in Norwegian upper secondary English as a Foreign Language (EFL) classrooms. The research addresses several key questions: the strategies EFL teachers use to teach IC, their understanding of IC, how the teachers’ cognition influences text selection, and the differences in cognition and approaches between novice and experienced teachers. The research is set in the Norwegian educational context, where fostering IC is a crucial goal in the core curriculum. The findings of this research align with the known theoretical frameworks on intercultural competence provided by UDIR (2023), Byram’s (2021) ICC model, and UNESCO’s (2013) IC framework, highlighting empathy, understanding diverse perspectives, and the use of literature and media as key components of IC.
This study's findings show that teachers' main strategies to foster intercultural competence (IC) include literature, reflection, discussion, role-playing, diverse media, and current affairs, all aimed at promoting empathy, understanding, and global awareness among Norwegian upper secondary students. The participants demonstrate a strong understanding of IC and highlight significant ways teacher cognition affects their selection of classroom texts. This study found differences in how novice and experienced EFL teachers approach literature. Novice teachers used more open and experimental approaches, focusing on variety and student engagement. In contrast, experienced teachers used a more structured method that balances personal interests with curriculum goals.
This study was conducted as mixed-methods research. The qualitative data was collected via interviews, and the quantitative data was collected via an online questionnaire. The sample for this project was Norwegian EFL teachers who had taught or currently teach at the upper secondary level. Six teachers participated in the qualitative data, and 22 teachers participated in the quantitative data. A small sample size limited this study, so the findings do not apply to all EFL teachers in Norway. A larger participant group would have provided more robust data.
Considering the growing emphasis on intercultural understanding in education policy, by examining how Norwegian EFL teachers use literature to teach IC, the study contributes insights that can shape future teaching practices and policies. The thesis’ main findings shed light on the importance of developing IC in students, focusing on teacher cognition, strategies and text selection in EFL classrooms, adding depth to understanding how literature supports IC.