Challenges and Pedagogical Needs in English for Tourism: Preparing Cultural Mediators in Toraja

Yizrel Nani Sallata; Viktor Siumarlata

doi:10.35445/alishlah.v18i2.8975

Challenges and Pedagogical Needs in English for Tourism: Preparing Cultural Mediators in Toraja

Yizrel Nani Sallata, Viktor Siumarlata

Abstract

English for Tourism requires learners to communicate not only linguistic information but also culturally embedded meanings. In heritage tourism contexts such as Toraja, students are expected to explain local traditions, respond to tourists’ spontaneous questions, and mediate cultural understanding. This study explores the linguistic, communicative, and intercultural challenges faced by English for Tourism students in Toraja and identifies their pedagogical needs. A qualitative descriptive needs analysis was conducted over eight weeks during field-based tourism learning activities. Data were collected through semi-structured interviews with three English for Tourism students and one professional tourist guide, reflective journals from nine students, and field observation notes. The data were analyzed using Braun and Clarke’s thematic analysis framework to identify recurring patterns related to language use, intercultural interaction, and cultural explanation. Four major themes emerged. First, students experienced linguistic difficulties in explaining culturally specific Toraja concepts, particularly terms and rituals without direct English equivalents. Second, they faced communicative demands in spontaneous interactions, including accent comprehension, anxiety, discourse organization, and pragmatic adaptation. Third, students needed stronger cultural mediation skills to explain symbolic meanings and sensitive traditions accurately. Fourth, participants emphasized the need for experiential, culture-based learning, including field practice, guiding simulations, model scripts, and exposure to diverse English accents. The findings indicate that English for Tourism competence in Toraja extends beyond general English proficiency. Students need integrated training in language, intercultural communication, cultural interpretation, and experiential practice. The study recommends locally grounded and ICC-informed curricula that prepare students to act as cultural mediators in authentic tourism contexts.

Keywords

English for Tourism; needs analysis; intercultural competence; experiential learning; Toraja culture

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DOI: https://doi.org/10.35445/alishlah.v18i2.8975