DEZVOLTAREA RESURSELOR UMANE Investete n oameni ! Fondul Social European PROGRAMUL OPERAIONAL SECTORIAL DEZVOLTAREA RESURSELOR UMANE POSDRU/87/1.3/S/62665 Formarea continu a cadrelor didactice pentru utilizarea resurselor informatice moderne n predarea eficient a limbii engleze i evaluarea la nivel european a competenelor lingvistice Activity 3: Intercultural Competence Activity 4: Developing the Intercultural Dimension in Language Teaching Activity 5: Culture as a Fifth Skill Objectives to increase teachers intercultural awareness, building up their competence to address cultural diversity in education -to educate with regard to a plurality of ideas (to consider human diversity in ethnic, racial, social and religious terms as a source for cultural enrichment)-; to defend equal opportunities; to make the trainees aware of the necessity of the change from a mono-cultural perspective to a multiple perspective (in every subject: history, literature, music, art, etc); to focus on developing a learning community where teaching and learning are conceived as an active and cooperative process, that inevitably occurs within a social context; to provide suggestions about how educators can acquire a greater intercultural competence.; to provide suggestions for linguocultural teaching; to familiarize the trainees with the concept of culture as a fifth skill (which emphasizes the learners ability to perceive, to understand and ultimately, accept cultural relativity). 1. Intercultural Education Cardoso (1998: 13-14) defines intercultural education as a series of attempts to engage with diverse cultures and lifestyles showing respect. Intercultural education should promote understanding and respect for other people and cultures, fight racism and xenophobia, and promote equal opportunities for all. European countries are characterised by diversity despite efforts to produce an idea of Europeaness. Europe is multicultural and multilinguistic and therefore interculturality in Europe implies openness to plurality of values, religions, beliefs and ways of life. 3. Intercultural Competence To communicate means in this sense to interact culturally, to be able to see ones own culture in relation to the culture of the countries of which one studies the languages, and implies the ability to go beyond stereotyped modalities of relating. So, the concept of Communicative Competence has evolved into the idea of Intercultural Communicative Competence, given that becoming fluent in a language undeniably requires the ability to establish relationships with individuals from different cultural origins. The components of intercultural competence are knowledge, skills and attitudes, complemented by the values one holds because of one's belonging to a number of social groups. These values are part of one's social identities. 4. Developing the Intercultural Dimension in Language Teaching The 'Common European Framework' introduces the 'Intercultural Dimension' into the aims of language teaching. Its essence is to help language learners to interact with speakers of other languages on equal terms, and to be aware of their own identities and those of their interlocutors. Developing the intercultural dimension in language teaching involves recognising that the aims are: 1 to give learners intercultural competence as well as linguistic competence; 2 to prepare them for interaction with people of other cultures; 3 to enable them to understand and accept people from other cultures as individuals with other distinctive perspectives, values and behaviours; 4 to help them to see that such interaction is an enriching experience. Language teaching with an intercultural dimension aims at helping learners to acquire the linguistic competence needed to communicate in speaking or writing, to formulate what they want to say/write in correct and appropriate ways. But it also develops their intercultural competence i.e. their ability to ensure a shared understanding by people of different social identities, and their ability to interact with people as complex human beings with multiple identities and their own individuality. STEP 11.1 (HOMEWORK 1): EXPERIENTIAL LEARNING IS POWERFUL IN DEVELOPING SELF-AWARENESS AS WELL AS PERCEPTIONS OF OTHER COUNTRIES. INSTRUCTIONS Starting from the statement Experiential learning is powerful in developing self-awareness as well as perceptions of other countries., devise two activities to stimulate the intercultural dimension in language teaching. 5. Culture as a Fifth Skill Where culture leads, language will follow Culture as the fifth skill emphasizes the learners ability to perceive, to understand and ultimately, accept cultural relativity. Culture as a fifth skill refers to a set of abilities: 1 the ability to perceive and recognize cultural differences 2 the ability to accept cultural differences 3 the ability to appreciate and value cultural differences STEP 11.2 HW: USING ART TO TEACH LANGUAGE AND CULTURE INSTRUCTIONS Devise a lesson plan for a unit intended to Teach Language and Culture Using Art. define your target group: students level (justify your choice); (specify the objectives and the skills you intend to focus on; (devise the activities by means of which you reach your objectives and specify the estimated time for each; (specify the strategies you intend to use; (specify the materials you intend to use; (specify the teachers role and the results of the activities; (specify the number of classes you plan for the whole activity. For ideas and a sample lesson you may go to http//www.bbc.co.uk (the Culture section) Do not forget to place the chosen link embedded in your materials. THE END