Critical Issues in Interculturality for Young Language Learners
DOI:
https://doi.org/10.62177/jetp.v1i3.88Keywords:
Interculturality, Young Learners, Language Education, Storytelling, Non-EssentialismAbstract
This study critically addresses key issues related to interculturality among young language learners, focusing on an international primary school in Shenzhen, China. Interculturality is framed from a non-essentialist perspective, emphasizing the dynamic and reciprocal negotiation of meaning between individuals from diverse cultural backgrounds. The research explores how intercultural understanding can be cultivated through interactive pedagogical strategies such as storytelling and storycrafting, which facilitate both language learning and cultural exchange. The study highlights the unique characteristics of young learners, noting that their innate curiosity and active engagement make them well-suited to these approaches. Additionally, it examines the practical challenges of integrating intercultural encounters into language education, including the need for specialized teacher training and the complexity of managing diverse linguistic backgrounds. The study concludes that fostering interculturality in young learners requires a shift from traditional cultural instruction to engaging students in authentic, interactive experiences. These approaches not only enhance language acquisition but also promote deeper intercultural understanding and prepare students for global citizenship.
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