The idea of the competence of the foreign language has been carried till the last twenty years. As such, the philosophy carries the new demands along amongst the nonnative teachers in the particular country. While teaching the foreign language in class, a new curriculum is stated in the best manner that it fits the non-natives in the context of a classroom. Hence, in the Bryam's article, he suggests that it not possible to separate language from the culture during conversations and therefore the communication relies on the social standards of the two groups of people conversing. The author gives a revelation on how it's essential to adopt the communicative language teaching and to acquire all the communicative approaches for the learning and assessment of the knowledge.
Fundamentally the purpose of the author provides a modern intercultural way available to both teachers and students who might find themselves in a classroom to know what it means in practice. In regard, as per the Bryam, the social identifiers during a conversation of the either parties cannot be avoided. All come as a result of both sides being aware of the nationality of their partners, and either one is watching the other struggling with their native language. In addition, the communicative competence of the teachers and the learners in class sets a fundamental relationship of intercultural dimension.
Furthermore, the intercultural dimension facilitates the achievement of the objectives that are the target in class. As such, the aspect helps the learner to associate with speakers of the different language. In regard, it creates a link of the know-how of own identities and those of their affiliates. Hence, the article exposes the reader from the beginning of learning cultural dimension, what is involved and what they do about it.
The article has some strengths that provide the significant understanding of its content efficiently. Basically, the article takes the format of question-elaboration. As such, posing a question to the reader enables the reader to get the exact problems that may need to be answered in the event of reading hence boosts the understanding of the content. Also, for every question a simple summary in prose form provided at the end of each discussion extracting the main points that were being elaborated hence bringing the understanding of the reader into a near term.
However, the article has a few weaknesses since it tries to give a natural extension of what most teachers perceive to be right. As such, the article does not put into place the new methods that can be adapted to foster the language teaching. Further, the article relies on theoretical scripts that had existed before and summarized the theories. As such, the approaches are not exploited personally at the individual level hence some information is lost.
Moreover, the article does not give room for other ideas from the other scholars who have researched the similar topic. The section provides itself a credit of outstanding and misses to include the shared information from the related articles in the appreciable quantity. The act of ignoring the efforts of other experts in the work renders the article compromising as a material source of education. However, the article can be used in the situations where the reader wants to get the general understanding intercultural dimension due to better articulation in the subject.
In conclusion, the value of the article can be considerable be of more benefit to the young readers in classrooms. Further, it gives the basic understanding of relating culture, the teaching of the culture, studying the foreign language, and general knowledge of the intercultural competence.
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