This article discussed the need for culture education for preservice English teachers in an ever increasingly globalized and consequently multicultural world. Instruction on culture should be expanded from the gaining knowledge to the formation of attitudes and acquisition of intercultural competence. This classroombased study aims to propose a new direction to which preservice English teacher education should advance in terms of the intercultural communicative competence. Intercultural communicative competence has to be integrated into the curriculum for the prospective teachers. Based on Rodriguez (2013), this paper makes recommendations for the effective use of mulicultural literature in enhancing intercultural communicative competence of preservice English teachers. This classroombased action research was conducted with English education major students registered for the American and British culture course in 2018. This study suggested that a culture class should rectify its direction in the cultural awareness education and proposed a teaching procedure which integrates reading multicultural literary texts into the intercultural communicative competence, following the sequence of decoding, text information building, and readermodel construction (Koda, 2010). In the three cycles, the students have shown that they gained knowledge about the culture, formulated the attitude, and acquired the skills. The multicultural literature was a good starting point to a new direction although any generalization should be made with caution.
교사교육연구(2019), 58(2), 195-206 1) Teacher Education Research (2019), 58(2), 195-206 Enhancing Intercultural Competence Using Multi-Cultural Literature in Culture Classes for Pre-service English Teachers Shin, Eun Young* Sunchon National University ABSTRACT: This article discussed the need for culture education for pre-service English teachers in an ever increasingly globalized and consequently multi-cultural world Instruction on culture should be expanded from the gaining knowledge to the formation of attitudes and acquisition of intercultural competence This classroom-based study aims to propose a new direction to which pre-service English teacher education should advance in terms of the intercultural communicative competence Intercultural communicative competence has to be integrated into the curriculum for the prospective teachers Based on Rodriguez (2013), this paper makes recommendations for the effective use of muli-cultural literature in enhancing intercultural communicative competence of pre-service English teachers This classroom-based action research was conducted with English education major students registered for the American and British culture course in 2018 This study suggested that a culture class should rectify its direction in the cultural awareness education and proposed a teaching procedure which integrates reading multi-cultural literary texts into the intercultural communicative competence, following the sequence of decoding, text information building, and reader-model construction (Koda, 2010) In the three cycles, the students have shown that they gained knowledge about the culture, formulated the attitude, and acquired the skills The multi-cultural literature was a good starting point to a new direction although any generalization should be made with caution Key words: Intercultural competence, teacher education, British/American culture class, prospective English teachers Ⅰ Introduction as linguistic aspects (Salazar & Aguero, 2016; Sercu, 2006) Although the inclusion of the culture in the language Learning a second language implies learning a second classroom seems indisputable as suggested by the term culture The goal of second or foreign language learning languaculture (Agar, 1996), the direction it should take (ESL or EFL) is no longer limited to the acquisition of needs to be reconsidered In a globalized and multicultural linguistic competence, nor to the acquisition of world, where the English language has undergone a change communicative competence In fact, the models of in its status as a global language, an international language communicative competence have been developed and (EIL), World Englishes, or English as a lingua franca modified to encompass not only linguistic, discourse, and (ELF), the cultural aspect of the language teaching should sociolinguistic but also pragmatic and sociocultural also be redirected accordingly In other words, learning competence (Brown, 2014, p.210) English teachers are or teaching the culture should not be regarded as imitating required to teach the target language with its cultural the Americans or the British Learning the second/foreign facet, which implies that the qualification for a competent language is not to imitate the American or British varieties, English teacher should include cultural aspects as well but to use the English language in learners’ own local * 교신저자: 순천대학교 사범대학 영어교육과 신은영 교수 (Email: shiney@sunchon.ac.kr) http://dx.doi.org/10.15812/ter.58.2.201906.195 196 교사교육연구(2019), 58(2), 195-206 contexts Most culture lessons in the English language advanced that language teachers should expand the domain classes are limited to the culture of the English-speaking of the culture they deal with by including a complex system countries such as USA or UK The cultural facet in the of cultural custom, values, and ways of thinking, feeling, language classroom seems to have been oriented almost and acting (Brown, 2014, p.82) This part of the culture exclusively to the culture of these two countries, once has been paid less attention to by language teachers, incorrectly regarded as the owners of the language The probably because of the lack of class time, teachers’ own purpose of this study is to change the status quo by pointing lack of knowledge, and sensitivity of the issue If the focus at the right direction of the language classes loaded with of the culture education moves from Culture to culture, cultural discussion and to suggest a class procedure using some would mistakenly think that learning a foreign the multicultural literature designed to enhance intercultural culture is accessory to learning the foreign language, or competence of prospective English teachers in Korea that having to learn a foreign culture is cultural invasion When the culture education is mistakenly understood as the acquisition of the knowledge about the target culture, Ⅱ Literature Review this would result in the second problem of the culture education That is, when cultural understanding is required Culture and Language by learners of the target language in unidirectional ways, the culture education misses out its intercultural aspect Language and culture are inseparable, which is reflected This is especially true of the aspects of the invisible in the term languaculture Learning a language without subjective culture However, dealing with the culture in learning about the culture is void It has been regarded a language classroom should not be mistaken by coercing as natural that language classrooms serve as the locus of learners into the cultural norm of the target language teaching the culture Indeed, most EFL/ESL textbooks, community Rather it should be regarded as fostering classes, and even curricula deal with cultural aspects intercultural communicative competence, or intercultural (Brown, 2014; Durocher, 2007) However, there have been competence1) two major problems First, the cultural aspects dealt in Some still argue that intercultural competence doesn’t the language classroom have been limited to the objective deserve highlight in culturally homogeneous countries culture, which is also referred to as Culture with a capital (Homes, 2006; Phipps, 2003) That is, it is ESL countries’ C (Durocher, 2007; Wintergert & McVeigh, 2011) This business, most of which are culturally diverse However, means that cultural products such as art, literature, in the times of globalization, intercultural competence is painting, music, and institutions have been the focus of essential not only in ESL but also in EFL countries, at the culture portion of the language classes and textbooks the macro level as well as the micro level within and both at high school and college levels However, this is across countries Any language classrooms cannot be only part of the culture, leaving out the subjective culture, culture-free In fact, language classrooms have to be which is also referred to as culture with a small c This culturally-oriented to a greater degree than ever includes both invisible components such as value systems, beliefs, social norms, and assumptions, and visible Intercultural Communicative Competence components such as behaviors characteristic of a group of people As one of the teaching principles, Brown Intercultural competence is defined as “the ability to 1) Alternative terms include biculturalism, multiculturalism, bilingualism, cross-cultural adaptation, cross-cultural awareness, cultural competence, intercultural sensitivity, ethnorelativity, intercultural cooperation, transcultural communication (Fantini, 2006) Intercultural competence, or intercultural communicative competence (ICC in short), is the most common term that gains its ground, which will be used interchangeably throughout this paper Enhancing Intercultural Competence Using Multicultural Literature in Culture Classes for Pre-service English Teachers 197 interact effectively with people of cultures other than one’s long before the multicultural competence among students own (Byram, 2009, p 297),” “the ability to deal with started differences that derive from everyday communication development in practice According to Lee (2016), little (Ortactepe, 2015, p 97),” or “the ability to comprehend research has been done with pre-service teachers with this and analyze the cultural narratives that appear in every regard Although Lee (2016) conducted a study of kind of expressive form (Koda, 2010, p 5).” The core perceptions of multicultural education and teaching meaning would be communication between people from efficiency by pre-service teachers, the study dealt with different ethnic, social, and gender groups or subcultures teachers in general, not English teachers Considering that In this sense, intercultural competence is also termed as the language classrooms is the loci of intercultural cross-cultural communicative competence, intercultural education, it follows that language teachers’ intercultural communicative competence, or transcultural communicative competence is critical Kwon’s (2015) quantitative study competence Whichever term is chosen for intercultural with in-service and pre-service Korean English teachers competence, the bottom line is that language teachers reported should be able to help their students enhance their interculturally competent However, the study was intercultural competence, not to mention that qualified conducted with teachers who just participated in an language teachers should be interculturally competent oversea training program in the USA Although direct themselves Culture should be now brought to the forefront cross-cultural contact would be the best way to help in the language teaching teachers enhance intercultural competence, it would not to be that reflected they in teachers’ professional considered themselves to be Intercultural competence consists of knowledge, skills, be realistic or practical to implement an overseas teacher awareness, and attitude (Byram, 1997; Fantini, 2006) training service to all student teachers during the training Byram (1997) and Fantini (2006) argued that awareness program The curriculum somehow needs to search for among these four subcomponents is central in that the a way of fostering on the intercultural competence in other three dimensions promote and enhance awareness addition to the linguistic and communicative competence Awareness, in turn, stimulates development of the other Since a typical language class in Korea is culturally and three subcomponents, and therefore, is critical to the linguistically homogenous in most cases, communication development of intercultural competence Knowledge and among culturally diverse people is rare within the awareness are distinguishable in that knowledge can be classroom unless it is searched for actively unlike ESL forgotten while awareness is irreversible Just as settings reported in Jin (2018) As one possible way, this knowledge can be gained, awareness can also be study will propose a classic and readily available method developed and enhanced This is possible through to contact the target culture or other cultures That is, reflection that occurs when one compares one’s native the literature through which learners can contact with culture with the target culture Awareness focuses on the other cultures will help learners see their own culture with self in relation to everything else such as things, people, different lenses This study suggests a class model that thoughts helps enhance cultural awareness, which in turn fosters Salazar & Aguero (2016) in their quantitative study showed teachers multicultural literature Even in an EFL setting, where everyday communication in the target language is not competence and argued that it would be necessary to readily available outside the classroom, the importance improve future teachers’ training, focusing on behavioral of cultural aspect is not minimized In fact, the locus of flexibility or communicative awareness Unlike a dealing with intercultural competence has to be in the multicultural context like Europe, a comparatively language classrooms especially in EFL settings an most European intermediate prospective competence by reading the intercultural displayed that learners’ intercultural level of culturally homogeneous Korean context, it has not been 198 교사교육연구(2019), 58(2), 195-206 Literature in the language and culture classes attempted to integrate literary texts into the a culture course offered to the prospective English teachers as a Although incorporating cultural awareness in language potential way of dealing with intercultural competence classrooms is known to have positive effects (Byram & from a new perspective, which is believed to be different Feng, 2005), a simple instruction would not change from most of the culture courses in the current curriculum students’ behaviors and cultural norms Min (2015) in teachers’ college in Korea reported that students at a college level were in favor of the multi-modal and intercultural approaches to learning culture According to Koda (2010), intercultural Curriculum for the English Teacher Training Program communicative competence can be fostered by means of reading instruction, which involves three operations: Since the 2007 national curriculum, the secondary decoding, text information building, and reader-model education started to accentuate cultural aspects in the construction In fact, he asserted that reading instruction English language education in Korea, which are still could play a pivotal role in promoting transcultural reflected in the current 2015 revised national curriculum competence Decoding means that readers extract In spite of its emphasis, it does not seem to be dealt with information from a text which is linguistically encoded, to an adequate degree, especially in teacher training which is related to knowledge and awareness according programs Whereas studies on training English teachers’ to Byram’s model Next, readers integrate extracted intercultural communicative competence have been information to larger text units Lastly, integrated text restricted to overseas training programs and sojourns information is then supplemented by readers’ prior (Choe, 2012; Sahin, 2008), Paik (2012) conducted a knowledge in order to construct the text meaning, which comprehensive study on the courses on culture in the is related to forming the attitude in Byram’s model Koda English language education departments in Korea Paik further argued that ‘transcultural competence could be analyzed the syllabi of the culture-related courses offered promoted through focused training designed to improve in the English language education departments in 37 reading ability (Koda, 2010, p 6).’ That is, ‘viewing the colleges in 2011 Although the English language world and themselves through the lenses of another culture education departments in Korea were required to offer is a critical component of transcultural competence,’ culture-related courses in their curriculum, it turned out teaching learners to read through three operations will be that most were centered on the British or American conducive to enhancing intercultural competence cultures The examination of the curricula of the twenty Rodriguez (2013) also proposed a way of enhancing one English language education departments in Korea in intercultural competence through multicultural literature 2019 remained about the same as 2011 in spite of the in the EFL classroom The three literary texts used in recent highlight on the culture education Except for one Rodriguez’s study were adopted and used in a culture university all the departments are offering at least one class required for future English teacher reported in this culture course to abide by the nationwide standards for study The rationale for the selections was twofold First, the teacher training programs In fact, one university multicultural literature will allow learners to expand their turns out to be offering three culture-related courses knowledge of the world by identifying, comparing, and Among twenty three courses offered by 21 English contrasting similarities and differences between their own language education departments, 19 courses contain culture and others Secondly, he claimed that reading British, English, and/or American in their titles, among multicultural literature will help students reduce prejudice which the most frequent titles were British/English & and cultural stereotypes, which are obstacles to the American Culture, others including Understanding British intercultural competence In the same vein, this study & American Culture, Teaching British & American Enhancing Intercultural Competence Using Multicultural Literature in Culture Classes for Pre-service English Teachers 199 Culture, and British/American Culture and English education Education (53.2% in Paik’s data) Only three universities honomegeous They were registered for a course titled give including as American and British culture, which is required for multicultural/intercultural communicative competence2), junior students in the English education Twenty two which was about 12.8% in Paik (2012), which she students were registered for the course in the fall semester interpreted as a positive and encouraging onset of the in 2018 They were all prospective English teachers change In summary, most culture-related courses offered majoring in the English language education, except for to the prospective English teachers are still restricted to two double-majoring students, whose data were included the culture of the inner circle countries such USA or UK The data from other two students were excluded from Kachro (1992) also noted that the cultural aspect in the the study, who dropped out of the class in the middle language classroom seemed to be oriented mostly to the of the semester The general English proficiency levels culture of countries in an inner circle, which was back of the participants were measured at the beginning of the in 1992 and is not different from the present situation semester, using the Quick Placement Tests developed by The preponderance of the inner circle countries over the Allan (2001) The QPT3) results showed that their average outer or expanding circle countries was also reported in English proficiency was at the upper intermediate level the analysis of high school textbooks used in Korean (N = 20, M = 41.55/60), ranging from advanced Level EFL settings (Bang, 2013) In this vein, this study (n = 3) to upper intermediate Level (n = 9) and lower suggests that the culture-related classes required for the intermediate Level (n = 8) their culture-related courses titles majors in Korea, which is culturally prospective English teacher should be redirected to The context of the current study was an EFL (English change the status quo in practice in two ways First, it as a foreign language) setting, where the class is culturally has to move from Culture to culture Second, it has to and ethnically homogenous The class met twice a week expand to the countries in an outer or expanding circle for fifteen weeks in total The participants all majored This study proposes a practical teaching procedure using or double-majored the English language education, which the multicultural literary pieces as a starting point in means that they have taken English related courses dealing including linguistics and literature as well as English with intercultural competence, which is courses American and British culture was required for necessitated by the changing world junior students The first weeks before the midterm were allocated for culture in language, language in society, and Ⅲ The Present Study American Ways The weeks after the midterm were dedicated to the three literary texts, which was the focus of the current study Participants and Context This study was based on Rodriguez (2013) with major Text Selection and minor modifications While his setting was an ESL English classroom, where students from various cultures During the last six-week period, the class read three contacted, the participants in this study were English short stories It took about two weeks to cover each story 2) “다문화 사회와 학교교육”, “문화간의사소통론”, “영어권문화와 다문화 사회탐구” 3) According to Allan (2001), the QPT levels are comparable to other standardized English proficiency tests such as TOEFL and TOEIC TOEIC TOEFL QPT2 Lower intermediate 550-784 57-86 QPT3 Upper intermediate 785-944 87-109 QPT4 Advanced 945-964 110-114 200 교사교육연구(2019), 58(2), 195-206 Multicultural short stories (modified from Table in Rodriguez, 2018, p 101) Title Author Ethnicity Everyday Use Alice Walker (1995) African-American The First Seven Years Bernard Malamud (1989) Jewish American Woman Hollering Creek Sandra Cisneros (1992) Mexican-American The rationale for the selection of the literary texts was The learning outcomes were posted to the class site adopted from Rodriguez (2013) That is, the reading materials were chosen from the US multicultural short Action Cycle and Class Procedure stories written by authors from a variety of ethnic backgrounds, which is summarized in Table This study can be classified as action research in that Although the texts selected are all American short it took repeated action cycles with the purpose of stories, which apparently contracted the claim that the improving local educational practices This study culture issue dealt with in the language classes should investigated a small class in depth to inquire what is going be expanded to the outer or even to the expanding on in class and to explore a solution that would work countries, these stories were selected because they for reflected multiculturality of the USA, which would generalization (Nunan & Baily, 2009) The action cycles provide the students with a wider spectrum of the world are summarized in Figure a particular context, rather than making a For each text, the class followed a pre-during-post The action cycles were designed in terms of three reading procedure At the pre-reading stage, students operations Koda (2010) suggested in the way reading studied about the author, the background, and the instruction would help students to foster intercultural languages While they read, they analyzed the characters, communicative competence: decoding, text information identified the plot, and understood the author’s ideas and building, and reader-model construction, which were themes The pre-reading and during-reading activities implemented in the pre-, during-, and post-activity were done in small groups, where students worked sequences as represented in Figure According to Koda collaboratively and shared and exchanged ideas freely (2010), intercultural competence can be promoted Pre Cycle Everyday Use During ᭐ Language ᭐ Author ᭐ Comprehension questions ᭐ Character analysis ᭐ Background ᭐ Plot diagram ᭐ Language ᭐ Comprehension questions Post ᭐ Group discussion ᭐ Individual reflection ⇩ Cycle The First Seven ᭐ Video clip Years ᭐ Author ᭐ Character analysis ᭐ Casting ᭐ Background ᭐ Plot diagram ᭐ Language ᭐ Author ᭐ Comprehension questions ᭐ Character analysis ᭐ Background ᭐ Plot diagram ᭐ Group discussion ᭐ Extending the story ᭐ Individual reflection ⇩ Cycle Woman Hollering Creek [Figure 1] Action Cycles ᭐ Group discussion ᭐ Individual reflection Enhancing Intercultural Competence Using Multicultural Literature in Culture Classes for Pre-service English Teachers through focused training in these three operations 201 Everyday Use designed to improve reading ability First, decoding means readers extract information from a text which is First, reading a short story written by an linguistically encoded Next, readers integrate extracted African-American female writer enabled learners to information to larger text units Lastly, integrated text expand their knowledge concerning the culture in multiple information is then incorporated into readers’ prior directions knowledge in order to construct the text meaning, which culture-bound expressions such as chitlins, checkerberry, is particularly relevant in that ‘viewing the world and chute top, orchid, and quilt, which as a student reported themselves through the lenses of another culture is a ‘reflecting the culture (food, clothes, and life styles) at critical component of transcultural competence.’ Behind that time’ This made it possible for the students to learn the actions implemented in this study is a rationale that about the culture-specific traditions and customs of the these three operations will be conducive to enhancing African-American people This, in turn, gave them a intercultural competence multicultural perspective from which they can look at the At the decoding stage, they learned American culture, which has been mistakenly regarded as a homogeneous entity While approaching the Culture, Data Collection students became aware that the culture is a complex entity All the in-class during-reading, collected worksheets for post-reading for which comprises a variety of subcultures, which in turn may conflict and diverge vocabulary and background research on the author or background of the work, they had a chance of learning the history The activities for text information building about the “Black Muslims,” which was also related to included an analysis of characters, a plot diagram, and the course materials covered in the class period before the identification of theme Lastly, the activities for the the midterm exam This factual understanding made it reader-model construction included a group discussion, possible for them to interpret the characters like Dee and an extension of the story, and an individual reflection Hakim in the story in depth discussions decoding were While students researched on the author and the classroom activities pre-reading, activities included The The and and In addition to obtaining knowledge about the culture, transcribed, when necessary The outcomes of the group were observed two issues surfaced in the individual reflection papers in activities were archived in an on-line platform called terms of the attitude One was the inequality African Google Sites Students were also instructed to submit Americans might have experienced three reflection journals in total after reading each story At the end of the semester, individual interviews were conducted The data collected also included the anonymous course evaluation and the instructor’s weekly self-reflection journals (Young) It says Mama is unable to look a white person in the eye This reflects inequality (Kang) Mama is uneducated because she didn't have an opportunity to go to school just because she is Black (Seo) Magie's scar seems to reflect the life of Black American female lives Ⅳ Results and Discussion The second issue, which most students brought up in In this section, the cultural elements that emerged the reflection paper, was the tradition or the preservation throughout Koda’s reading step of the literary texts are of the tradition, which was closely related to the title of reported and discussed within Byram’s three dimensions the story Everyday Use While the character Dee, who of intercultural competence: knowledge, attitude, and skills was well-educated and sophisticated, changed her name 202 교사교육연구(2019), 58(2), 195-206 to Wangero to reserve her African ethnicity, but her idea Turing to the skills, two major themes which surfaced of heritage and culture conflicted with that of Mama and repeatedly were empathy and our own culture First, her sister Magie, which was reflected in the way she students reported that they empathized with one of the treated her family heritage characters for different reasons Second, the conflicts between characters in the way of preserving the tradition (Hyun) Dee inadvertently overlooks family history unlike Mama and her sister Magie were applied their ideas of preserving our culture or the culture in general (Jin) as the title ‘Everyday Use’ suggests, we can interpret the author's intention that our tradition (Jo) I couldn't empathize with the story at first However, and heritage should inherit from the old looking at the story from the general pursuit of generation to the young generation by using it happiness, I came to understand the author's practically just as Mama and Magie, not as Dee, intention who was just hang it on the wall like a (Hyoung) When I first introduced myself to foreign friends souvenir to appreciate their passed history, (international friends), I wasn't sure whether I had culture, identity, and their mission For me, this to use my real Korean name or I had to make story had a strong impact on me in the sense that an English nickname the ethnic identity is she can continue our heritage in our everyday reflected in the name and I decided to use my lives .We can make our traditions materialized own name when I first met a new friend by thinking the best way to revitalize our traditional architecture rather than by collapsing The First Seven Years all the old buildings and replacing them with The second story was ‘the first seven years’ written modern buildings by Bernard Malamud, whose parents were Russian Jews This corresponds to Koda’s (2010) reading stages of immigrants in the USA In an attempt to understand decoding and information building Students did not only characters such as Sobel, Miriam, Feld, and Max, in the decode the culturally-bound expressions and integrate during-reading activity students were instructed to infer decoded information to larger text units but also apply characters’ traits based on the specific evidence from the to their prior knowledge That is, decoded and integrated text, as illustrated in Figure text information were supplemented by students’ prior Beyond the historical understanding of the Jewish knowledge in order to construct the meaning out of the refugee, immigrants’ lives in the US, and American text The former two operations correspond to ‘knowing dreams as factual knowledge, one of the repeated themes about’ and the last operation corresponds to ‘knowing discussed was again empathy Some students empathized oneself’ according to Moran’s (2001) culture teaching with Feld, who is materialistic, and others with a father, model Activating the cultural schemata enables learner who wants his daughter Miriam to marry with an educated to compare and contrast their L1 culture and other man like Max Some students sympathized with Sobel, cultures If the culture class highlights only the a Polish refugee, who secretly loved Feld’s daughter differences, ignoring the similarities, it may yield two Miriam while working for Feld Sobel was trusted by Feld extreme ethnorelativism in business, who thought that ‘a landsman’ would be Ethnocentrism is rejecting other cultures due to the better than a complete stranger, but at the same time was differences and ethnorelativism is accepting other cultures rejected by Feld for his daughter’s man in spite of the differences However, recognizing the In the same vein, some students said that reading the commonality across the cultures in addition to the texts enabled them to understand other people around difference made it possible for students to look at the them from the perspectives from which they looked at other cultures through their own lenses the characters in the story results: ethnocentrism or Enhancing Intercultural Competence Using Multicultural Literature in Culture Classes for Pre-service English Teachers 203 [Figure 2] Sample of In-class activity (Jin) This situation easily can be seen in real situation around us I could find out that there are some similarities between the culture that is unfolded in this story and our Korean culture Our parents want their children get a university degree it was interesting to note that the student also reflected on the in-class group activities Intercultural communicative competence in a broad sense is communicative competence between people from different backgrounds The difference could be countries, In the interviews conducted individually at the end of ethnic groups, gender groups, or even any other the semester, it was revealed that many students said that subcultures So communicating with other classmates by they liked ‘The First Seven Years’ best among three sharing the ideas in a small group activity can be stories I presume that it is the case for multiple reasons interpreted as a positive indicator of the communicative First, the language was comparatively easier than the competence at a micro level, which would be readily other two stories Secondly, the class activities included applicable to a macro level more fun activities such as watching the film in class and casting Korean actors for the characters in the story Last, Woman Hollering Creek they must have felt that it was meaningful because the story was relevant the student’s real lives in multiple ways After reading Woman Hollering Creek, students brought up the issue of unequal gender roles Many also The last important aspect of intercultural competence reported that the gender issue in Woman Hollering Creek arose in the way students interacted with the classmates sounded familiar with the current social issue in Korea in small groups The sample in Figure was taken from (see Figure 4) Some even stated that it was shocking a student’s reflection paper, which included all three that the gender discrimination was even worse in the issues That is, the student reported that s/he learned about so-called western culture than in the patriarchal culture the cultural issue of the background of the work and that system Still others also brought up their personal s/he also emphasized with the characters in the story and experience and their own beliefs about the gender roles brought his/her life in understanding the story In addition, (see Figure 5) This again led to the recognition of the 204 교사교육연구(2019), 58(2), 195-206 [Figure 3] Sample of Reflection Paper common internal conflicts within a society, which made culture-related classes However, having learned that the it possible to look at their own culture more objectively USA itself comprises a variety of races and ethnic groups, In the same vein as extracts in Figure and Figure which is true of most of the countries, multicultural suggest, the commonality of three short stories included literary work let the students view the culture from a in the culture class was that they were about minorities different point of view Learning the culture should not in the USA, which has long been left out in the most be limited to the Culture or the culture of the majority [Figure 4] Sample of Reflection Paper [Figure 5] Sample of Reflection Paper Enhancing Intercultural Competence Using Multicultural Literature in Culture Classes for Pre-service English Teachers 205 참고문헌 It has to be redirected from the knowledge to the attitude, and to the skills by which students can communicate with people from different cultures both within and across cultures Aga, M (1996) Language Shock: Understanding the Culture of Conversation NY: William Morrow Allan, D (2001) The Oxford Placement Text Oxford University Press Ⅴ Conclusion Bang, M (2013) Cultural Contents in High School English Textbook and Classroom Teaching Plan In conclusion, this article discussed the need for the culture education for pre-service English teachers in an ever increasingly globalized and consequently multicultural world Instruction on the culture should be (MA thesis) University of Seoul, Seoul Brown, H D (2014) Principles of Language Learning and Teaching (6th ed.) White Plains, NY: Pearson Education expanded from the gaining of knowledge to the Byram, M (1997) Teaching and Assessing Intercultural formatting the attitude and the acquisition of intercultural Communicative Competence Clevedon: Multilingual competence In addition to the training of linguistic Matters competence, intercultural communicative competence is Byram, M (2009) The Intercultural Speaker and the now have to be integrated into the curriculum for the Pedagogy of Foreign Language Education In D prospective teachers This study suggested that a culture K Deardorff (ed.) The SAGE Handbook of class rectify its direction in the cultural awareness Intercultural Competence Thousand Oaks, CA: education and propose a teaching procedure which Sage integrates reading multicultural literary texts into the Byram, M., & Feng, A (2005) Teaching and intercultural communicative competence education It researching intercultural competence In E suggested the multicultural literature was a good starting Hinkel (Ed.), Handbook of second language point to a new direction The new direction should include acquisition research (pp 911-930) Mahwah, N the expanding of the target culture and the setting of the J.: Lawrence Erlbaum new objectives to include knowledge, attitude, and skills Choe, Y (2012) The intercultural competence and Just as knowledge can be gained, awareness can be language learning of Korean EFL teachers developed and enhanced This is possible through during overseas training Foreign Language reflection that occurs when one compares one’s native Education, 19(4), 27-52 culture with the target culture Awareness focuses on the self in relation to everything else such as things, people, Cisneros, S (1992) Woman Howlering Creek and Other Stories New York: Vintage Books thoughts In an EFL setting, where an immediate contact Durocher, D (2007) Teaching Sensitivity to Cultural with other cultures is limited, the literature, especially Difference in the First-Year Foreign Language multicultural stories, can make a perfect lieu for the Classroom Foreign Language Annals, 40(1), cultural contact Students seemed to have learned more 143-160 than the instructor initially planned One of the limitations of this study is that as action research its findings are not for generalization but rather for local understanding Fantini, A (2006) Exploring and assessing intercultural competence Brattleboro, VT: Federation EIL Holmes, P (2006) Problematising intercultural and improvements Any future study would be even more communication competence in the 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fostering intercultural lessons from Harry Potter transcultural competence Reading in a Foreign Language and Intercultural Communication, Language, 22(1), 5-10 3(1), 6-19 Kown, S (2015) A study on the diagnosis of EFL Rodriguez, English teachers’ intercultural communicative competence Foreign Language Sahin, intercultural M (2008) Cross-cultural experience in pre-service teacher education Teaching and Teacher Education, 24(7), 1777-1790 perception and teaching efficiency to increase Teacher Education Research, 55(1), 120-133 Enhancing in the EFL classroom FOLIOS, 30, 95-109 Lee, E (2016) A study on pre-service teachers’ teaching competency in multicultural education (2013) competence through U.S multicultural literature Education, 22(4), 155-179 L Salazar, M & Aguero, M (2016) Intercultural Competence in Teaching: Defining the Intercultural Malaumd, B (1989) The first seven years The magic Profiles of Student Teachers Bellaterra Journal barrel New York: Farrar, Strus, & Giroux, (pp of Teaching & Learning Language & Literature, 3-16) 9(4), 41-58 Moran, P R (2001) Teaching Culture: Perspectives in Sercu, L (2006) The foreign language and intercultural Practice, MA: Heinle & Heinle Thomson competence teacher: The acquisition of a new Learning professional identity Intercultural Education, Min, C (2015) Analysis of students’ perceptions and needs of intercultural learning Foreign Language Education, 22(4), 251-275 Language Classroom Research: a Comprehensive Guide Heinle Cengage Learning D (2015) EFL Teachers’ Walker, A (1995) Everyday Use In Love and Trouble: Stories of Black Women New York: Harvest Nunan, D & Bailey, K M (2009) Exploring Second Ortactepe, 17(1), 55-72 Book Harcourt Wintergerst, A., & McVeigh, J (2011) Tips for teaching culture: Practical approaches to intercultural Identity (Re)Construction as Teachers of Intercultural communication White Plains, NY: Pearson Education Competence: A Language Socialization Approach 논문접수: 2019.05.09 / 수정본접수: 2019.06.17 / 게재승인: 2019.06.26 ... Teaching British & American Enhancing Intercultural Competence Using Multicultural Literature in Culture Classes for Pre-service English Teachers 199 Culture, and British/American Culture and English. .. characters in the story results: ethnocentrism or Enhancing Intercultural Competence Using Multicultural Literature in Culture Classes for Pre-service English Teachers 203 [Figure 2] Sample of In- class... the multicultural literary pieces as a starting point in means that they have taken English related courses dealing including linguistics and literature as well as English with intercultural competence,