Myness–Otherness dialogical framework of culture in EFL learning¶

Theory · All theories
Evidence · no claims cited

Description¶

The article frames culture as "a progression from monological to dialogical processes" in which learners recognize "Myness" and "Otherness" — the relationship between the individual's own cultural identity and that of others. In the EFL classroom this dialogic dynamic is treated as the sphere of culture between society and the individual, and the study asks students to step out of their "myness" to examine their professional identity from a distance. Cultural awareness is defined as acknowledgement, tolerance, and acceptance of diversity with the ability to reflect and evaluate it critically.

Design Implications¶

Context¶

Requirements¶

• Teachers must first enrich their own cultural awareness before that of their students

Constraints¶

• The framework is developed for EFL teacher-education settings and classroom micro-cultures

Target Learners¶

• pre-service teachers of English as a foreign language

Target Learning Objectives¶

• intercultural awareness
• critical reflection on cultural identity

Claims¶

Related Theories¶

• Trialogical learning: a distinct form of learning through collaborative work on shared knowledge artefacts

Examples¶

• Semester-long reflective culture session structure for the EFL classroom
• Teachers enrich their own cultural awareness first, then explore native and foreign cultures through authentic settings

Key Sources¶

• Șchiopu, L. (2018). Integrating metacognition and critical thinking skills in the exploration of culture in EFL classroom. Journal of Pedagogical Research, 2(3), 181-191. https://eric.ed.gov/?id=EJ1301134