Addressing 21st Century Communication Skills: Some Emerging Issues from Eil Pedagogy & Intercultural Communicative Competence

Athriyana Santye PATTIWAEL

Abstract


ABSTRACT

21st Century Skills has attracted the attention of various education experts, practitioners, school management, teachers and educational managers in ASEAN countries, including Indonesia. A number of activities in terms of seminars and workshops have been held by a wide range of institutions to address this framework in terms of how to align it to the curriculum and how to integrate it into classroom activities. Regarding communication skills, Partnership for 21st Century Skills defines 21st Century Communication Skills – among the other five definitions – as communicating effectively in diverse environments (including multilingual and multicultural). Realizing that this framework was developed in the American context for their national education purposes, it is imperative for various parties, including teachers and practitioners of English as a Foreign Language, to contextualize it by considering both local and regional contexts. As a minute contribution to the effort of contextualizing the framework, this paper will address some emerging issues in developing the instructional materials framed by the pedagogy of English as an International Language and Intercultural Communicative Competence.

ABSTRAK

Keterampilan Abad ke-21 telah menarik perhatian beragam kalangan dari pakar pendidikan, praktisi, pengelola sekolah, guru sampai para manajer institusi pendidikan di negara-negara ASEAN, termasuk Indonesia. Serangkaian kegiatan termasuk seminar dan workshop telah diselenggarakan oleh berbagai institusi untuk membedah kerangka kerja ini dalam  hal Tentang keterampilan berkomunikasi, Partnership for 21st Century Skills mendefinisikan  keterampilan Komunikasi Abad ke-21 -di antara lima definisi lainnya– sebagai kemampuan berkomunikasi secara efektif di berbagai lingkungan (termasuk multibahasa dan multikultural). Menyadari bahwa kerangka kerja ini dikembangkan dalam konteks Amerika untuk tujuan pendidikan nasional mereka, maka sangatlah penting bagi berbagai pihak, termasuk guru dan praktisi bahasa Inggris sebagai bahasa asing, untuk mengkontekstualisasikannya dengan mempertimbangkan konteks lokal dan regional. Sebagai kontribusi kecil terhadap upaya kontekstualisasi tersebut, tulisan ini akan membahas beberapa isu yang muncul dalam pengembangan bahan ajar yang dibingkai oleh pedagogi Bahasa Inggris sebagai Bahasa Internasional dan Kompetensi Komunikasi Antar-budaya.


How to Cite: Pattiwael, A., S. (2016). Addressing 21st Century Communication Skills: Some Emerging Issues from Eil Pedagogy & Intercultural Communicative Competence. IJEE (Indonesian Journal of English Education), 3(2), 158-170 doi:10.15408/ijee.v3i2.3164.

Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.3164

 


Keywords


21st century communication skills; intercultural communicative competence; keterampilan abad ke-21; kompetensi komunikasi antar-budaya

References


Acar, A. (2009). On EIL competence. English as an International Language Journal, 5 (Special Edition), 11-26.

Alptekin, C. (2002). Towards intercultural communicative competence. ELT Journal, 56 (1), 57-64.

Brown, J. D. (2000). Principles of language learning and teaching, 4th ed. New York: Longman Inc.

Byram, M. (2000). Assessing intercultural competence in language teaching. Sprogforum, 16 (1), 8-13.

Byram, M., Nichols, A., & Steven, D. (2001). Developing intercultural competence in practice. Clevedon: Multilingual Matters.

Canagarajah, S. (2006). Changing communicative needs, revised assessment objectives: testing English as an international language. Language Assessment Quarterly, 3(3), 229- 242.

Cortazi, M., & Jin, J. (1999). Cultural mirrors: materials and methods in the EFL classroom. In Eli Hinkel (Eds), Culture in second language teaching and learning. Cambridge: The Press Syndicate of the University of Cambridge.

Center for Communication in Science, Technology and Management. (1996, August). Communication in the 21st Century: The Original Liberal Art in an Age of Science and Technology. North Carolina: Carolyn Miller.

Flew, T (2008, March). Communication for the 21st Century. Paper presented at the meeting of Society of Business Communicators, Brisbane.

Goldsmith, M. (1998). Global communication and communities of choice. In Beckhard, R, Goldsmith, M and Schubert, F.R (Eds), The drucker foundation: The community of the future. San Francisco: Jossey-Bass.

Jenkins, J., & Murata, K. (2009). Global Englishes in Asian contexts; Current and future debate. New York: Palgrave MacMillan Publishing Ltd.

Jenkins, J. (2006). The spread of English as an international language: A testing time for testers. ELT Journal, 60, 51–60

Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.

Language Policy Division, Council of Europe. (2003). A Concept of International English and Related Issues: From 'Real English' to 'Realistic English'. Strasbourg: Barbara Seidlhofer.

Matsuda, A. (2012). Teaching English as an international language. In Matsuda, A (Ed), Principles and practices of teaching English as an international language. New York: Multilingual Matters.

McKay, S. (2002). Teaching English as an International Language. Oxford: Oxford University Press.

McKay, S. (2003). Toward an appro priate EIL pedagogy: re-examining common ELT assumptions. International Journal of Applied Linguistics, 13 (1), 1-22.

Nunn, R. (2011). From defining to developing competence in EIL and intercultural communication. English as an International Language Journal, 6 (1), 21-46.

Pattiwael, A. (2014). Towards an intercultural competence in the World English era: Some emerging issues and considerations regarding culture in the classrooms. In Pandian, A., Ling, C. L., Lin, D.T., Muniandy,J., Choo, L.B & Hiang, C. T (Eds), Language Teaching and Learning: New Dimensions and Interventions (pp.26-42). Newcastle upon Tyne: Cambridge Scholars Publishing.

Trudgill, P., & Hannah, J. (1994). International English (3rd ed.). London: Edward Arnold.


Full Text: PDF

DOI: 10.15408/ijee.v3i2.3164

Refbacks

  • There are currently no refbacks.