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

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.