Graduation Year

2024

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Language, Literacy, ED.D., Exceptional Education, and Physical Education

Major Professor

John I. Liontas, Ph.D.

Committee Member

Terry A. Osborn, Ph.D.

Committee Member

Yiping Lou, Ph.D.

Committee Member

Sanghoon Park, Ph.D.

Keywords

Computer Mediated Communication, Idiomatic Competence, Foreign Languages, World Languages, Second Language Acquisition

Abstract

Secondary level world language programs in the United States lack efficient infusion and assessment of intercultural communicative competence in the curricula. When a learner acquires a new language, they also shape their personal identity and expand their ability to successfully interact cross-culturally, thus the need for culture and language to be understood as interdependent components of the bigger whole is evident (Liontas & Siegel, 2019). While there are extensive research theories and studies regarding models of assessment for various competences underlying intercultural communicative competence (e.g., communicative competence, idiomatic competence, sociolinguistic competence) throughout the decades, little research is available which utilizes the secondary teacher perspective to gauge the use of technology for integration of intercultural communicative competence in learner tasks with language teaching practice. In this dissertation, I first present the context surrounding the challenge of intercultural communicative competence development in language pedagogy and practice. Second, I review two areas of literature: (a) the use of the intercultural perspective for second language teaching/assessment and (b) the use of technology for teaching/assessment of intercultural communicative competence. Third, I describe the qualitative study, providing details about participants, data collection, analyses and multimedia synthesis of data, and the boundaries of the study. Fourth, I present an image of the data as discovered through reflexive thematic analysis (Braun & Clarke, 2019) of preliminary survey information, interviews with four secondary world language teachers, and 29 classroom artifacts provided by the participants. Finally, I relate my findings to existing literature and explicate insights gleaned from such relation pertaining to world language pedagogy, policy, and future research.

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