Creating Intercultural Competence: A Proposal for Anglophone Studies in Restructuring University Curricula in English as a Foreign Language.

This paper proposes the integration of Anglophone studies through a Deweyan perspective in the curriculum of English-as-a-Foreign-Language (EFL) at the university level, underscoring the role that Anglophone post-colonial literature can have in stimulating intercultural reflection. It explains that in order to understand the "other" peoples of English-speaking cultures, the EFL curriculum must be based on meaningful contents that the students would experience personally and collaboratively, with the goal of achieving both an understanding of those cultures that speak English and a self-knowledge of themselves, their own culture, and the nation. The paper suggests that in a paradigm shift of placing EFL within the broader context of Anglophone studies, learners would have the opportunity to come into contact with a broad range of elements (Deweyan tools) to aid in the formation of the discerning mind of social intelligence, as they construct their own diverse, hybrid voice of reflexive resistance. (Contains 28 references.) (SM)