Intercultural sensitivity of English language teachers in Algeria
No Thumbnail Available
Date
2022
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Cogent - education
Abstract
Abstract: This paper examines English as a foreign language (EFL) teachers’ intercultural
sensitivity (IS) in Algeria. Specifically, it investigates IS level and demographic
differences among EFL teachers. Data is gathered quantitatively from
a sample of 182 Algerian EFL teachers from middle schools, secondary schools, and
universities. Chen and Starosa’s (2000) intercultural sensitivity scale (ISS) is used for
data collection. Data entry was carried out with the use of Statistics Packages for
the Social Sciences (SPSS) software version 23. The analysis of the results has put
forward some interesting findings. The results demonstrate that among the components
of IS the mean value of interaction engagement is the highest, respect for
other cultures is the second highest, whereas interaction confidence, interaction
enjoyment and interaction attentiveness are relatively the lowest. The findings
show significant differences among female and male teachers in the interaction
enjoyment dimension, i.e., female EFL teachers have more interaction enjoyment
than male teachers. However, the study reveals no significant differences among