SECTION 3: FOUNDATIONAL AND CONTEMPORARY LITERATURE ESSAY 1

Literature Review Matrix (Empirical Studies)

Citation Topic Method Sample Findings Notes

Cheng, C. M. (2012). The influence of college Teacher's belief about A qualitative study where Purposive and network  Relatively little This study is interesting as
EFL teachers’ understandings of intercultural intercultural competence an open interview with sampling. qualitative research have it may lead to a better
competence on their and self report about their in-depth semi-structured Two male and three been done on teachers' understanding of how and
pedagogical practices in Taiwan. English teaching practice protocol was followed. female teachers were belief and their effects to what extent EFL
Teaching: Practice and Critique, 11(1), 164- The research approach selected from four on their classroom teachers’ understandings
182. New Zealand was naturalist- institution. Participants practices. of IC shape their self-
Waikato University. interpretive paradigm were born and raised in  Teachers understand the reported practices. The
which means Taiwan. significance f IC but results of the study could
"understanding the their understanding be beneficial to teachers
meaning which people about IC did not responsible for planning
attach to phenomena influence their course work in teacher
within their social pedagogical practice and education, curriculum
worlds" (Snape & not appear into their design, and
Spencer, 2003, p. 3). teaching too (Teaching implementations of related
should include both IC foreign language
and local culture). education, especially EFL
 IC does not mean education.
ignoring other cultures
rather IC addresses the It goes with my interest to
importance of others as go forward with IC
well as oneself. It is bi- assignment. (Relevant)
lateral learning process
that nurtures own
maturity and in turn
contributes to respect
and appreciation for the
presence of others.
 Pajares (1992) also
suggested that “Beliefs
are far more important
than knowledge in
determining how
individuals organise and
define tasks and
problems and are
stronger predictors of
behaviour” (p. 311).
 Most of the EFL
teachers perceived that
IC is a phenomenon that
develops naturally
because of living in a
world of diverse culture.
 Context is important, but
in developing countries
 like Taiwan, there are
less opportunity to
reflect on their own
experiences.
Bouslama, A. and Benaissi, F. B. (2018).  EFL teachers' It is a qualitative study Eight EFL teachers from  This study assumes that, There is not much
Intercultural Competence in ELT academic knowledge, with semi-structured high schools in Algeria since it has been seen evidence on the research-
Contexts: A Study of EFL Teachers’ perception and readiness interview protocol. Data were selected for semi- difficult to incorporate based approach of
Perceptions. Arab World English Journal, 9(4), in effectively were analyzed structured interviews. IC into teaching practice teachers. Whether they are
122 -135. DOI: incorporating IC in the thematically. Participants The sample ensured may be due to lack of updated with the current
https://dx.doi.org/10.24093/awej/vol9no4.8 classroom were provided time and variation and diversity. teachers' insufficient demands of education.
 Potential left to express themselves knowledge on the topic.
deficiencies that may with least interruption to  Teachers displayed lack This paper tells about self-
hinder effective IC avoid bias. (I think this of theoretical reflection can held raise
teaching reduced the researcher understanding self-awareness (Self-
bias in the study) concerning IC and its motivated study)
objective which also
Identified emerging impacts negatively in Future research suggested
themes and grouped into their teaching practices. on how perception
categories based on the  There should be specific influence teacher practice
four dimensions of course for educational of IC in the classroom.
Byram’s (1997) model of professionals in teaching
IC: knowledge, attitudes, or in PD about IC
skills and critical cultural studies and its
awareness. pedagogical application
in the class to give
teachers with practical
methodology to
effectively integrate IC
into teaching
 In today's world,
learners are expected to
grow as cultural
mediators equipped with
a set of skills rather than
just a native like
proficient speaker.
 Teachers' interest and
self-motivated learning
habit on IC
Leh, J. M., Grau, M., and Guiseppe, J. A. Online intercultural There is no explicit 10 undergraduate  This study is very  This study suggests that
(2015). Navigating the development of pre- exchange, teacher mention about the students from NW USA interesting as it had both telecollaboration before
service teachers’ intercultural competence and education, an alternative methodology of this university and 26 video classroom in-person meeting with
understanding of diversity: The benefits of way to intercultural study however, it seems undergraduate students observation and survey students removed the
facilitating online intercultural exchange. education (developing they have followed a from Germany. results. The video concerns and fear of the
Journal for Multicultural Education, 9(2), 98– intercultural awareness qualitative approach. Participants in Germany analysis revealed greater students.
110. https://doi.org/10.1108/JME-12-2014-0042 and confidence) Participants had pre- and formed small groups and comfort among the  Participants realized the
post- surveys and linked with one US students who benefits in-terms of
reflection papers, video students, They initially participated in the integrated approach to
tapes for evaluating collaborated online and project, indicating that teaching regular content
classroom interactions. then after two weeks telecollaboration and the and culture, given the
 they met in-person in project assignment context of the
Germany. fostered comfort when coursework. It works
meeting face-to-face. more effectively in
 Online teacher language classes.
preparation can help
teachers developing Interesting article that
familiarity in a personal spoke about why shall
experience of working in teachers teach IC and how
a culturally diverse in difficult socio-
setting. economic situation, can
 The data support the online experience add
view that personal value to the IC
encounters in OIE, if perception? This study
embedded in a context goes with the context of
of a course project and developing countries who
supported through cannot afford to provide
discussion and PD for all teachers.
reflection, may help
future educators in
perceiving cultural
identities less as
homogeneous and static
entities and closely
related to nationality but
rather as changing,
overlapping and hybrid
(cf. Helm and Guth,
2010; Risager, 2007).
Dervin, F., and Dirba, M. (2006). On liquid Student teachers' Qualitative study with 9 Finns and 9 Latvians  Followed Byram's IC  In terms of relevance,
interculturality; Finnish and Latvian student perception about IC questionnaire to the student teachers who model not a great study to
teachers’ perceptions of intercultural student teachers. Data participated in a teacher  People with IC are mention. But it has
competence. In P. P. P. Lintunen & H.-M. analysis of the study is training program adequately prepared to useful findings for
Järvinen (Eds.), Kielenoppija tänään – interesting as they function in the present example what is
language learners of today (257–271). focused in the responses unstable, flexible times important in IC teaching
Jyväskylä.: Suomen soveltavan kielitieteen by filtering modals, semi- described by sociologist learning, student
yhdistyksen julkaisuja. modals and verbs. Z. Bauman as Liquid teachers' perception
Modernity about IC while they had
As qualitative studies, it  Findings suggests that, previous teaching
is difficult for us to participants reported that experience etc. and these
generalize the findings. skills and attitudes are can be used in the lit
But their findings can be more essential than review.
carefully considered knowledge when
while doing future defining IC
research.  It can be a useful study
to consider the effect of
intercultural narrative
reflection in shaping pre-
service teachers’ future
practice
Polat, S., and Ogay Barka, T. (2014). Preservice Intercultural competence, This is a comparative
teachers’ intercultural competence: A comparative study, pre- study which followed a
comparative study of teachers in Switzerland service teachers descriptive survey model.
and Turkey. Eurasian Journal of Educational This study does not
Research, 54, 19-38. explicitly tell that this is
quantitative study. Data
were collected through
Multicultural Personality
Questionnaire and a
personal information
form and data collected
through internet email.
Álvarez Valdivia, I. M., and González Montoto, Elementary school This is a mixed method
I. (2018). Teachers’ intercultural competence: A teachers' intercultural research. Quantitative >
requirement or an option in a culturally diverse competence, teacher Qualitative approach.
classroom? International Journal of Inclusive education, ethnocentrism,
Education, 22(5), 510–526. inclusive education - Individual IDI test and
https://doi.org/10.1080/13603116.2017.1377298 reports were generated. It
provided with two sets of
scores. One is actual IDI
and the other is
participant's perceived
score. Then the scores
were places in the DMIS
to see in which spectrum
the participants stand.
Sample comprised of 185  Variables in nationality 
preservice teachers (84
from Switzerland and
101 from Turkey). The
researchers did a
purposive sampling
 Geert Hofstede's model is
Eight participants  This study reveals that
representing different
educational cycle in pre-
school and elementary
school. They were asked
to participate in a PD.  IDI report was
Participation was
voluntary.
Limitation: The study is
done only in one school.
But it can be replicated
in several schools to
minimize the limitation
Intercultural education is
significantly differed in the reflection of
teacher's perception of IC educational policies and
because teachers in school practices through
Switzerland had IC meeting the different
component in their educational expectations
teacher education of the society in order to
materials where as in reduce prejudice,
Turkey did not have identity conflict, and
those components. power disputes in
societies where ethnic,
one of the first models linguistic, religious, and
that gives quantifiable sexual differences exist
results to observe (Banks, 1999; Banks,
differences among 2009).
cultures.  When talking about IC,
there is always a topic of
discussion that a group
of people thinks IC as a
negative influence to
their own culture
(denial) and this is an
Western approach. This
study is also addressing
that issue by comparing
the diversity in two
countries like
Switzerland and Turkey.
This is interesting as it
goes with the landscape
of my research in
Bangladesh. This study
can come into the lit
review section while
talking about comparing
East with West.
We think about culture
MMR design is an when there is a conflict
effective means of that arise based on that. In
developing and assessing Education landscape there
IC is a growing interest in
cultural diversity, but it is
quantitative and rarely seen as a positive
demonstrates that and enriching element
participants over-estimate
their level of IC - Different articles defined
regardless the presence of IC in different ways. It has
student diversity in the some ambiguity in terms
classroom of terminologies and
definition
 of small-scale  There is a tendency in
- FGD has been used to methodological teachers to emphasize on - There is a reductionist
see how teachers assess approach. similarities in all cultures and compensatory
their skills and which minimizes the tendency to see
educational experiences cultural difference or intercultural education
when they face cultural does not address in the linked only to the presence
diversity in the class. classrooms of culturally diverse
 Findings support that, IC students; when in fact the
- A content analysis then is often distributed actions in this regard
performed. This method throughout the members should be directed to all
was helpful for deeper of the community rather students
understanding of this than just an individual as a whole, consistent with
complex educational attribute the socialization and
context. The questions  Teachers expressed the inclusive functions
were descriptive and need of IC however inherent to schools. This is
explanatory translating IC discourses what perceived by many
into practice in Bangladesh that if there
 The study suggests that is not much cultural
we need to understand diversity, do we need our
the myriad ways that IC teachers to be
can be developed. What interculturally competent?
works best for whom etc.
Merz, S. A. (2015). Intercultural understanding Intercultural - Qualitative inquiry with 10 university faculty  The researcher has an - Through following this
of teacher educators (Unpublished doctoral understanding, teacher a mixed method members who had pre- interpretative paradigm MMR procedure, the
dissertation). George Mason University, educators component, this study existing IDI scores. positions that helped her researcher basically
Virginia, USA. investigated 10 teacher to understand how people implemented Green's
educators understanding feel, perceive and dialectical approach that
of interculturalism. experience specific allowed the data to engage
Followed the IDI scores phenomenon. in conversation with each
to see if that influence  Defining and assessing other. This helped to
their teaching and interculturalism is integrate an numeric data
incorporating IC into complex. It will be more with the verbal and text
their curriculum. beneficial if educators to data. It is an interesting
operate similar mixing that allowed
- Mixed method framework to ensure IC
component has been is adequately addressed. - The researcher adapted
employed by integrating  There are less Maxwell's (2005)
IDI results as descriptive opportunity for TE for interactive model of
statistics and IC value PD in IC qualitative research. It
rubric score.  inclusion of intercultural allows flexible
research into TEs’ relationship among RQs
- The study does not research agenda will and the research
connect IDI with move our field forward components.
teachers' thought process and inform our own
rather it shows how TE growth as TEs and as a
see them practicing IC in profession
their classroom.  Interculturalism is a
developmental model
- Data sources were semi- where individuals
structured interviews, become aware and
course syllabi, course
rubrics and reflections.
Descriptive data sources
were IDI scores, IC value
rubric.
 Not only PD, participants
 Teacher identity was
recognize their self,
others and differences
through creating and
building authentic
relationships.
stated that a combination
of personal and
professional experience is
required for intercultural
growth and
understanding.
questioned while one
participant was a minor
teacher and was offended
by the students' parents.
But she reflected on her
and re-thought about her
teacher identity.