CROSS CULTURAL UNDERSTANDING

Intercultural Approach and English as a Global Lingua Franca in the Field of

English Language Teaching

Written by:

Diana Mazida

K2217025

ENGLISH EDUCATION DEPARTMENT

SEBELAS MARET UNIVERSITY

SURAKARTA
 CONCEPT

English language as a mean of communication for people across the globe

with diversity of cultural background predominantly functions as a lingua franca
(ELF). The focus will be in intercultural communication and hence any claims will be
restricted in this context (Baker, 2011). English as lingua franca (ELF) studies add
structural perspective on intercultural communication critically explore the concept of
language, identity, culture, and manner of communication that emphasize relationship
between the speakers (Baker, 2015; Jenkins, 2015). However, if the nation states still
utilize influence of these areas, the probability to view these concept only one of
many scales (Fang & Baker, 2017). Hence, given the multilingual and multicultural
of ELF communication are important (Jenkins, 2015) to remove the boundaries
between language and culture. The relevance of focusing on target English language
and cultural practice become harder to sustain because the ownership of English
expand beyond Anglophone countries such as the US, the UK, and Australia in ELT
(Fang & Baker, 2017). But, if the goal of teaching is for global communication, then
the learners must be prepared for variety, change, and adaption (Fang & Baker,
2017). Likewise, to reach intercultural approach to language education, there has
been a reconsideration of native speaker as model for intercultural communicative
competence (ICC).

Intercultural citizenship involved the approach that emphasizes the use of

English as lingua franca for intercultural communication (Fang & Baker, 2017),
because it combines the international/intercultural and critical from earlier work in
foreign language education to emphasize activity in here and now in citizenship
education (Byram et al., 2017, p. xxiii). Intercultural citizenship through study abroad
could develop a greater understanding of intercultural competence/awareness to have
education experience and view of global issues through their own effort during study
abroad. The activity including voluntary activities related to education and
environment protection, language-related services and community activities or
experiences of traveling abroad. For instance, there are more chances to interact with
people from different cultural background. Meanwhile, there is probability to lead to
some arguments or even conflict, but that is the key to communicate equally and
understand empathetically. Moreover, being confident when speaking English is
important, in order to develop a sense of ownership through English. Hence, there
will be no barriers between intercultural citizenship and locals without a threat to the
national identity because the view of English as a lingua franca. Intercultural
citizenship concept needs to be combined with teaching English to recognize its role
as a lingua franca rather than principally as an Anglophone language (Fang & Baker,
2017).
 IMPLICATION ON INDONESIAN ELT CLASS

The concept of intercultural citizenship by studying abroad has large positive

experience in developing a sense of intercultural competence/awareness and
citizenship (e.g. Beaven & Borghetti, 2015; Byram & Feng, 2006; Byram et al., 2017;
Jackson, 2012; Kinginger, 2013). Importantly, the concept of intercultural citizenship
should and must a valuable part of English Language Teaching. Moreover, the view
of English language can be meaningful as a mean to connected to global communities
and develop a sense of intercultural citizenship. Participants will have changes in
behavior and attitude to understand other people and cultures, more openness to
diversity and interest in wider communities (Fang & Baker, 2017).

There are alternative ways to feel global experience without joining study
abroad. Content-based instruction in CLT is one of the alternative ways. People learn
a language more successfully when they use the language as a means of acquiring
information, rather than as an end in itself (Richard, 2006). Content-based instruction
as a course that prepares student for mainstreaming approach is described by Wu
(1996) in a program prepared for ESL students in an Australian high school. Topics
from a range of mainstream subjects were chosen as the basis for the course and to
provide a transition to mainstream classes. Topics were chosen primarily to cater to
the widest variety of students’ needs and interests. The learners are offered an
intensive language course to other regular school with other learners.