The Interface between Iranian EFL Teachers' Intercultural Sensitivity and Their Ethnic and Demographic Backgrounds

Article Sidebar

PDF
Published: Aug 1, 2016
Updated: 2016-08-01
Versions:
2016-08-01 (1)
DOI: https://doi.org/10.18844/gjflt.v6i1.429

Main Article Content

Marzieh Ghamarnia
Department of English, College of humanities, Zanjan Science and Research Branch, Islamic Azad University, Zanjan, Iran
Ali Soltani
Department of English, Zanjan University of Medical Sciences, Zanjan, Iran
Ali Rahimi
Faculty Member, Bangkok University

Abstract

Given the ever-increasing trend of interconnectedness among nations on the one hand and the importance of professional development of foreign language teachers on the other, educational systems need to be reoriented to address intercultural dimension of language teaching and its interface with social and ethnic identities as its inseparable components. This study aimed at investigating the relationship between Iranian EFL teachers' intercultural sensitivity level with thier ethnic background, age, and gender. To collect the data, Chen and Starosta's (2000) Intercultural sensitivity scale (ISS) and a demographic background information questionnaire were utilized. The results of the t-test and a Pearson correlation indicated that there is a statistically significant relationship between gender and intercultural sensitivity. But, there is not a statistically significant relationship between age and intercultural sensitivity. Similarly, the relationship between ethnic background and intercultural sensitivity turned out to be insignificant.


Keywords: Iranian EFL teachers; Intercultural Sensitivity; Gender; Age; Ethnic background

Downloads

Download data is not yet available.

Article Details

How to Cite
Ghamarnia, M., Soltani, A., & Rahimi, A. (2016). The Interface between Iranian EFL Teachers’ Intercultural Sensitivity and Their Ethnic and Demographic Backgrounds. Global Journal of Foreign Language Teaching, 6(1), 36–45. https://doi.org/10.18844/gjflt.v6i1.429
Issue
Vol. 6 No. 1 (2016): February
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (SeeThe Effect of Open Access).