Promoting Critical Intercultural Awareness Through The SFL Genre-Based Approach: A Collaborative Autoethnography of English Pre-Service Teachers

Abstract

This paper reports qualitative findings of a collaborative autoethnography regarding using SFL genre-based pedagogy to teach intercultural communication. It explores the collective self-reflection of three out of five researchers in this study. The pre-service teacher participants critically reflected on their experiences when participating in the Intercultural Communication Course using the SFL genre-based approach. The instruments are participants’ collective self-narratives and experiences, so the data sources were themselves. In this way, we collaboratively and systematically collected, organized, and analyzed the experiences and activities that focused on promoting intercultural awareness during the 12 meetings under the SFL GBA. Drawing from critically self-reflective and dialogic among the participating researchers by expanding, being affirmed, and questioning each other’s reflective writing reconstructing memories and experiences. The study may provide insightful findings to the scholars or EFL teachers in intercultural education. Hence, its implications can provide new insight into teaching practices for promoting critical intercultural awareness.

Keywords: AIEVM; critical intercultural awareness; metafunction; SFL-GBA; visual image.

DOI: 10.7176/JLLL/102-02

Publication date: May30th 2024