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Intercultural learning and motivation in the second language classroom: Intersecting teacher and student perspectives

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DOI https://doi.org/10.53761/vde93n40

Abstract

The integration of cultural topics into second language (L2) teaching is widely acknowledged as a crucial component of effective pedagogy to enhance learners’ motivation and construction of multicultural and multilingual selves. Scholars have emphasised the embedded presence of culture in language education. However, explicit incorporation of cultural topics in formal L2 contexts often presents challenges, including potential misunderstandings, overgeneralisations, and the risk of perpetuating stereotypes. In this regard, recent research supports the use of nuanced teaching approaches that respect the cultural complexity presented by speech communities.

Drawing on the concept of intercultural communicative competence acquired in the formal learning environment, this study (a) investigates how L2 teachers and students conceptualise intercultural teaching and learning and (b) examines the motivational role of cultural practices in language instruction in a range of European languages.

Findings demonstrate that cultural topics in the L2 classroom uphold a strong motivational force. This is often dependent on the methods used to introduce cultural topics and their related resources. This study also sheds light on the multiple obstacles faced by teachers and students ranging from lack of adequate time to curriculum and study plan constraints.

Keywords

Intercultural language teaching, Language learning motivation, Intercultural communication.

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Author Biographies

  • Giuseppe D'Orazzi, University of Melbourne

    Giuseppe D’Orazzi is a Lecturer in ESL and Applied Linguistics at the School of Languages and Linguistics and Research Associate at the Centre for the Study of Higher Education at the University of Melbourne. His research interests include second language (L2) learning and teaching, intercultural communication, multilingualism and multiculturalism. His current projects focus on L2 learning motivation at Australian universities, the role of AI in L2 learners’ motivation and the internationalisation of higher education. 

  • John Hajek, University of Melbourne

    John Hajek is Professor of Italian Studies and Director of the Research Unit for Multilingualism and Cross-cultural Communication (RUMACCC) at the University of Melbourne. He has a wide range of research interests including multilingualism and second language learning. He has published widely on different aspects of language education, including learner motivation, over many years.