By John Corbett
Intercultural language schooling has redefined the fashionable languages schedule in Europe and North the USA. Now intercultural studying is additionally starting to impression on English Language educating. This obtainable ebook introduces academics of EFL to intercultural language schooling through describing its background and theoretical ideas, and by means of giving examples of school room projects.
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Extra info for An Intercultural Approach to English Language Teaching
Casanave (1992: 165–6) notes that the conflict between her ‘home’ culture and the target ‘academic’ culture was realised partly in her rejection of technical language in favour of ‘everyday’ terms: Language in some ways lay at the heart of her self-identity by helping define who she was and with which reference group she would align herself. By ‘using Dr. Bernstein’s language’ she was aligning herself with scientists, not with the populations with whom she wished to communicate at home and in future work: women, ethnic minorities, educators in racially and culturally mixed neighbourhoods.
However, having identified these as areas of theoretical exploration, he does not provide ways of integrating them in the communicative language teaching classroom. Clearly, it is impossible to tell the learner everything he or she needs to know about the target culture, for example, how people buy eggs, socially acceptable and unacceptable greetings and leave-takings in face-to-face situations, on the phone, by email, and so on. Instead, we need to attune the learner to the possibility of difference, and seek to explore how ‘decentring from one’s own taken-for-granted world can be structured systematically in the classroom’ (Byram & Fleming, 1998: 7).
2) Knowing how to interpret and relate information. (3) Knowing how to engage with the political consequences of education; being critically aware of cultural behaviours. (4) Knowing how to discover cultural information. (5) Knowing how to be: how to relativise oneself and value the attitudes and beliefs of the other. This set of savoirs incorporates and transforms the goals of communicative curricula, even those in which culture found some kind of place. In an intercultural curriculum, the learner is still expected to accumulate facts about the target culture, and know something of how people from the target culture might be expected to behave.