Abstract
PROMOTING PRE-SERVICE ENGLISH LANGUAGE TEACHERS’ INTERCULTURAL SENSITIVITY THROUGH COMPARATIVE LITERATURE
This study attempted to help pre-service English language teachers at a big state university in Turkey to improve their intercultural sensitivity through comparative analysis of literary texts. The present study was part of a larger quasi-experimental research project with pre-test/post-test control group design. This study presents findings gathered from qualitative data only. Participants for this study consisted of 12 senior pre-service English language teachers from the experimental group who were assigned to analyze literary texts from different cultures such as Turkish, American, British and Chinese comparatively during the 2014-2015 fall term within the framework of the course entitled Selections from British Literature. Semi-structured interviews were conducted with 12 students from the experimental group. Data analysis yielded four main themes: respect for one’s own culture, individualism vs collectivism, from prejudice to tolerance, global interconnectedness. Findings are discussed in relation to empowering intercultural sensitivity in teacher education programs.
Keywords
pre-service English language teachers, intercultural sensitivity, comparative literature
