EXPLORING PEDAGOGICAL APPROACHES TO THE INTEGRATED BUSINESS ENGLISH CLASSROOM IN EUROPE

This paper explores pedagogical approaches that successfully integrate learners of Business English from an intercultural perspective. Speaking and writing skills are developed within the context of a pragmatic understanding of the language being developed. Consideration is given to attempts to understand power relations in language learning, by positing, for example, Acculturation, (De)Nativization, and Accommodation theories (Berry 1970; Giles 1977; Schumann 1978; Andersen 1990) within the context of the Business English classroom in Europe. Their various social-psychological and cognitive models are contrasted with other perspectives, such as social-interactionist and sociocultural theory (Lantolf 2000) as well as the various lights of constructivist orientations (Ellis 2005). These include chaos/complexity theory for English language learners (Larsen-Freeman 1997) and elements of connectionism. The resulting discussion attempts to account for variable success in a multicultural Business English language class with an emphasis on intercultural education. Oral work, both in the form of small group discussions toward problem-solving, within the constructs of problem-based learning (PBL) and individual and small group public speaking are identified as the activities most appreciated by the learners for the multiple objectives of building confidence and strengthening motivation. Another activity considered to contribute toward these objectives is training in intercultural education, including iterative approaches in self-reflexivity exercises and regular feedforward practice, both orally and written. The building of the European Language Portfolio (ELP), here focusing on English, is highlighted as a positive contribution to the learning experience, not only for providing a memento of participation in course activities but also for developing critical thinking skills and knowledge of self and others; the ELP, in short, contributes toward the formation of the future professional and promotes individual responsibility, reflection, and self-regard.