Speaker
Description
This paper explores the integration of intercultural communication (ICC) principles into English language teaching (ELT) to address stereotypes, with a focus on gender roles in household chores. Classroom stereotypes can limit students' cultural understanding and critical thinking. To counter this, the study uses a mixed-method approach, combining qualitative and quantitative data to design and evaluate lesson plans that merge language learning with discussions on cultural assumptions. A core element is a 1.5-hour English lesson designed for low upper intermediate students in a summer camp, aimed at challenging the stereotype that “housework is gender-specific”. This lesson is designed to achieve language objectives while encouraging students to critically examine gender norms. Piloted in three classrooms, data were collected through pre- and post-lesson surveys, student reflections, and teacher observations. Survey data measure shifts in students' attitudes toward gender roles, while reflections and observations offer deeper insights into their critical thinking and intercultural competence. Preliminary findings suggest that students who participated in the lesson developed a greater awareness of gender-related stereotypes and demonstrated enhanced critical thinking skills. This paper will present these results, discussing both the statistical analysis of survey data and thematic analysis of student reflections. It also offers practical strategies for integrating ICC into teaching practices and designing ELT materials that challenge stereotypes and promote cultural understanding.
Key words: intercultural communication; material design; stereotypes; gender roles.
