Dynamic Pedagogy and the English as an Intercultural Language Paradigm: A Model for the EFL Classroom

Abstract

The purpose of this qualitative study is to examine two pedagogical approaches that have arisen in response to the pervasive influence that World Englishes currently has on EFL education, Dynamic Pedagogy (DP) (Mahboob and Dutcher 2013) and English as an Intercultural Language (EIcl) (Green and Lee K. Y. 2018), as well as to explore a means of converging these two approaches in an EFL setting. Specifically, the study identifies the perceptions of 24 Korean university students to a classroom activity designed to raise the awareness of the participants to several tenets of both DP and EIcL. The results indicate that the activity promoted this awareness for the majority of participants and that the participants had a positive perception of the activity itself. With these findings in mind, a number of pedagogical implications are discussed.