CIICPD 2023

Finland: Seinäjoki University of Applied Sciences

Critical Incidents in Language Education in Finland: A case study into intercultural knowledge as part of language studies

Riikka Ala-Sankila, Anne Vuokila Faculty of Technology and Business

Summary: The aim of this study is if and how language teachers take note and teach cultural differences and diversity, and handle misunderstandings in communication situations and how they discuss them in the classroom with students. The study was conducted as a survey among language teachers on different school levels in the Western part of Finland, the area where most students at Seinäjoki University of Applied Sciences come from. It was sent by email to the teachers, who answered anonymously. The teachers were also asked to participate in a spoken interview to get more detailed information on the topic. However, they all declined the offer. The data showed that cultural differences, diversity and misunderstandings in communication are addressed in language teaching, and such topics were deemed relevant. However, language teachers had not been previously familiar with the term critical incidents, but now that it was brought to their attention through the study, they considered that discussing critical incidents would be a natural and useful addition to language lessons. Using example cases of critical incidents as a tool in language teaching would provide a practical and personal approach to cultural differences and diversity and make it easier for the learners to see them as relevant elements in communication. In addition to grammar, vocabulary and pronunciation, fluent communication requires greater tolerance for differences and understanding of why people think and behave like they do. This kind of knowledge and understanding of cross-cultural differences is relevant for future studies and work in a multicultural world. Keywords: critical incidents, intercultural communication, language profile, language teaching

For detailed analysis and a list of references, see Chapter 5, page 157–178.

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