Why Do TESOL Teachers Need to Develop Intercultural Nonverbal Communication Competence?
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| Title: | Why Do TESOL Teachers Need to Develop Intercultural Nonverbal Communication Competence? |
|---|---|
| Language: | English |
| Authors: | Ping Yang (ORCID |
| Source: | TESOL Journal. 2025 16(3). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Language Teachers, Second Language Instruction, English (Second Language), Teacher Competencies, Intercultural Communication, Nonverbal Communication, Teacher Student Relationship, Interaction, Student Diversity, Cultural Awareness, Coping |
| DOI: | 10.1002/tesj.70054 |
| ISSN: | 1056-7941 1949-3533 |
| Abstract: | In this paper, I present my position on why TESOL teachers need to develop their intercultural nonverbal communication competence. While many publications focus on intercultural verbal communication competence in TESOL teacher education, intercultural nonverbal communication competence receives little attention. After defining the concept of intercultural nonverbal communication competence, I propose its theoretical model, arguing that intercultural nonverbal communication competence is relevant and significant to TESOL teachers' classroom practices. This argument is upheld from two perspectives. One, TESOL teachers need to develop their intercultural nonverbal communication competence while interacting with culturally diverse students. They have the responsibility to demonstrate leadership in intercultural sensitivity so that they teach with an intercultural education philosophy and intercultural attitude. Two, intercultural nonverbal communication competence can maximize effective and successful intercultural communication between TESOL teachers and students. Pedagogical implications and coping strategies for TESOL teacher development of intercultural nonverbal communication competence are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481499 |
| Database: | ERIC |
| Abstract: | In this paper, I present my position on why TESOL teachers need to develop their intercultural nonverbal communication competence. While many publications focus on intercultural verbal communication competence in TESOL teacher education, intercultural nonverbal communication competence receives little attention. After defining the concept of intercultural nonverbal communication competence, I propose its theoretical model, arguing that intercultural nonverbal communication competence is relevant and significant to TESOL teachers' classroom practices. This argument is upheld from two perspectives. One, TESOL teachers need to develop their intercultural nonverbal communication competence while interacting with culturally diverse students. They have the responsibility to demonstrate leadership in intercultural sensitivity so that they teach with an intercultural education philosophy and intercultural attitude. Two, intercultural nonverbal communication competence can maximize effective and successful intercultural communication between TESOL teachers and students. Pedagogical implications and coping strategies for TESOL teacher development of intercultural nonverbal communication competence are discussed. |
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| ISSN: | 1056-7941 1949-3533 |
| DOI: | 10.1002/tesj.70054 |
