fichamento - corbett - an intercultural approach to english language teaching

8/9/2019 Fichamento - Corbett - An Intercultural Approach to English Language Teaching

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SELEÇÃO – PROGRAMA DE PÓS GRADUAÇÃO EM LÍNGUA E CULTURAÁREA: LÍNGUAS, LINGUAGENS E CULTURAS CONTEMPORÂNEASLÍNHA DE PESQUISA I: AQUISIÇÃO, ENSINO E APRENDIZAGEM DE LÍNGUAS

TÓPICO 2: PERSPECTIVAS INTERCULTURAIS E CRÍTICAS PARA O ENSINO E AAPRENDIZAGEM DE LÍNGUAS

FICHAMENTO: CORBETT, John. A I!"#$%&!%#'& '((#)'$* !) E+&-* &'+%'+" !"'$*+. Clevedon:Multilingual Matters Ltd, 2003.

/*'! - ' 0I!"#$%&!%#'& A((#)'$* !) S"$)1 L'+%'+" E1%$'!)

Sine the !id to late "#$0s, a nu!%er o& teahers and eduationalists have %een arguing that an 'interultural

a((roah) to seond language teahing (ro!(ts us to re*e+a!ine the !ost %asi assu!(tions %out hat

language does, and hat language ourse should see- to ahieve. Current 'o!!uniative) !ethods o& seond

language teahing generall vie language as a !eans o& %ridging an 'in&or!ation ga(). Co!!uniative

language learning also assu!es that % %ridging a series o& in&or!ation ga(s, learners ill 'naturall) develo(

their linguisti -noledge and s-ills, ulti!atel to the (oint here the ill a/uire native*s(ea-er o!(etene.

This vie o& language and linguisti develo(!ent has tended to underrate ulture. (. "1

oever, !ore reentl, there have %een &resh atte!(ts to integrate 'ulture) into the o!!uniative

urriulu!. hile a-noledging the o%vious i!(ortane o& language as a !eans o& o!!uniating

in&or!ation, advoates o& an interultural a((roah also e!(hasise its soial &untions4 &or e+a!(le, the as in

hih language is used % s(ea-ers and riters to negotiate their (lae in soial grou(s and hierarhies. 5...6 a

language ourse onerned ith 'ulture), then, %roadens its so(e &ro! a &ous on i!(roving the '&our) s-ills)

o& reading, riting, listening and s(ea-ing, in order to hel( learners a/uire ultural s-ills, suh as -!#'!"+"- 3)#

!*" -4-!"5'!$ )6-"#7'!) )3 6"*'7)%#'& ('!!"#-. M)#")7"#, '- &"'#"#- $)5" !) ' 1""("#%1"#-!'1+ )3 *)8 !*" !'#+"! &'+%'+" - %-"1 !) '$*"7" !*" "9(&$! '1 5(&$! $%&!%#'& +)'&- )3 !*"3)#"+ &'+%'+" $)55%!4, !*"4 -*)%&1 6" (#)5(!"1 !) #"3&"$! ) !*" 8'4- 8*$* !*"# )8 &'+%'+"'1 $)55%!4 3%$!)-. T*" !"#$%&!%#'& &"'#"# -"#7"- '- ' 5"1'!)# 6"!8"" 133"#"! -)$'& +#)%(-!*'! %-" 133"#"! &'+%'+"- '1 &'+%'+" 7'#"!"-. (. 21

T*" %&!5'!" +)'& )3 ' !"#$%&!%#'& '((#)'$* !) &'+%'+" "1%$'!) - )! -) 5%$* 0'!7" -("'"#$)5("!"$"; 6%! #'!*"# ' 0!"#$%&!%#'& $)55%$'!7" $)5("!"$"; e.g. Bra!, "##7%4 8uilher!e,20021. I!"#$%&!%#'& $)55%$'!7" $)5("!"$" $&%1"- !*" '6&!4 !) %1"#-!'1 !*" &'+%'+" '1 !*"6"*'7)%# )3 !*" !'#+"! $)55%!4, '1 "9(&' ! !) 5"56"#- )3 !*" 0*)5"; $)55%!4 – '1 7$" 7"#-'.9n other ords, ' !"#$%&!%#'& '((#)'$* !#'- &"'#"#- !) 6" 01(&)5'!-;, '6&" !) 7"8 133"#"! $%&!%#"-

3#)5 ' ("#-("$!7" )3 3)#5"1 %1"#-!'1+. 5...6 O%viousl, )" "4 +)'& )3 ' !"#$%&!%#'& '((#)'$*#"5'- &'+%'+" 1"7"&)(5"! '1 5(#)7"5"!< hoever, this goal is edded to the e/uall i!(ortant ai!o& interultural understanding and !ediation. (. 21

English language teahing has long %een a !ultidisi(linar &ield in (ratie, %ut it has dran !ainl u(on

researh into linguistis and (sholog &or its theoretial insights. n interultural a((roah ontinues to dra

u(on these disi(lines, %ut gives e/ual eight to other areas o& researh and (ratie in the hu!anities and

soial sienes. (. 2*31

The s-ills o& soial o%servation and e+(lanation that are taught in the interultural lassroo! give a oherent

rationale &or the teahing o& the traditional '&our s-ills). Co!!uniative language teahing has alas

de!anded that lassroo! ativities have a purpose. n interultural a((roah gives teahers and learners a

learl de&ined and onsistent set o& (ur(oses. (. 31


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The interultural a((roah does not see- to re(lae or under!ine the advanes !ade % tas-*%ased learning or

learner*entred urriula see, &or e+a!(le, ;unan, "#$$4 illis, "##< and the various ontri%utions to Carter =

;unan, 200"1. Rather, it see-s to %uild on these advanes, and to hannel the! toards use&ull and realisti

goals. F"8 &"'#"#- '$*"7" 0'!7" -("'"#; &+%-!$ $)5("!"$". M'4, *)8"7"#, $' '$*"7" !*"7'&%'6&" -&&- )3 )6-"#7'!), "9(&''!) '1 5"1!'!) !*'! $)!#6%!" !) 0!"#$%&!%#'&;

$)55%$'!7" $)5("!"$" &. Bra! "##7%1. (. >1

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

This %oo-, then, does not (rovide a series o& 'read to use rei(es) &or those ishing to ado(t an interultural

a((roah. 9t o&&ers instead a sste!ati outline o& the !ain (rini(les o& an interultural a((roah, an

'intelletual histor) o& the in&luenes u(on it, and so!e (ratial e+a!(les o& ho to i!(le!ent an interultural

a((roah in as that o!(le!ent urrent 'o!!uniative) (raties. To Begin, e shal onsider the !ain ...(.

>1

...researh disi(lines that have (rovided insights into interultural language eduation. (. ?1

T#6%!'#4 D-$(&"-

'Culture) is the o%@et o& stud o& a range o& di&&erent researh disi(lines. 5...6 eah o& these disi(lines has its

on intelletual histor and !ethodolog, and eah alone easil onstitutes na entire universit (rogra!!e.

Aro! the (ers(etive o& the interultural a((roah, the an %e thought o& as 'tri%utar) disi(lines, eah sha(ingthe (raties and onerns o& the interultural lassroo! and interultural ourses. To !a-e sense o& their

ontri%utions to ELT it is orth su!!arising so!e o& the argu!ents a%out ulture &ound in the !ain 'tri%utar

disi(lines), that is, the various %ranhes o& linguisti, anthro(ologial and ultural studies. (. ?1

L+%-!$-

English language teahing is generall onsidered a %ranh o& applied linguistis: in ELT, linguisti -noledge

is not sought &or its on sa-e %ut in order to &ailitate the !ore e&&etive teahing o& English to s(ea-ers o& other

languages. Linguistis '(ro(er) has a di&&erent set o& disi(linar o%@etives &ro! ELT. 5...6 Most aade!i

disi(lines are haraterised % argu!ents a%out (riorities and !ethodolog in linguistis one o& the soures

o& dis(ute is a%out the status o& ulture and its relationshi( to language. (. ?1

L+%-!$- N)#!* A5"#$'

9n ;orth !eria, &or!al linguists have tended to a%strat language &ro! its soial and ultural onte+t. 5...6

Both Bloo!&ield)s and Cho!s-)s theories o& gra!!ar have in&luened ELT theor and (ratie. 5...6 Aolloing

Cho!s-)s ritiis! o& %oth the %ehaviourist theories o& learning and struturalist theories o& language,

audiolingualis! gave a to the o!!uniative a((roah 5...6. Linguisti theor %ea!e !uh !ore

ognitivel oriented, and attention as direted toards ho learners) 'interlanguage) ould %e understood and

its develo(!ent su((orted. (.


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lthough it !ight %e su((osed that interation ith authenti te+ts !ight enourage ultural e+(loration, the

o!!uniative a((roah &oused instead on the trans&er o& in&or!ation as the ore o& the language*learning

tas-. (.


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M)7+ $%&!%#" 3#)5 !*" 5'#+- !) !*" $"!#"

The &oregoing disussion atte!(st to tease out a((roahes to the teahing o& ulture that at ti!es are losel

interoven. The everda (ratie o& language teahers has long %orroed eletiall &ro! di&&erent

eduational a((roahes, and so the goals o& sste!ati aulturation, or enulturation, or indeed soio(olitial

eduation are unli-el to have %een sustained onsistentl ithin urriula hose (ri!ar drive re!ainstoards language (ro&iien. T*" !"#$%&!%#'& '((#)'$* '--5&'!"- -)5" 3"'!%#"- )3 "'#&"# '((#)'$*"-!) $%&!%#" !*" $)55%$'!7" $%##$%&%5. F)# "9'5(&", ' !"#$%&!%#'& '((#)'$* '--%5"- !*'!:

C%&!%#'& !)($- @e.g. e+(loring ho (ersonal and grou( identities and values are onstruted1 '#"!"#"-!+ '1 5)!7'!+<

A$$%&!%#'!) the a%ilit to &untion in another ulture hile !aintaing one)s on ident1 -

5()#!'!< 0$%&!%#'& '8'#""-->#'-+ - ' '-("$! )3 7'&%"- "1%$'!);

I!"#$%&!%#'& &'+%'+" "1%$'!) -*)%&1 $- ' $#!$'&&4 #"3&"$!7" "4" ) !- )8 8)#+-.

H)8"7"#, !*" !"#$%&!%#'& '((#)'$* 133"#- 3#)5 "'#&"# '((#)'$*"- !) !"'$*+ $%&!%#" 64 5)7+!"#$%&!%#'& )8&"1+" '1 -&&- $"!#">-!'+", '1 5'+ !*"5 ' !"+#'& ('#!) 3 !*" $%##$%&%5. T*-5"'- '1)(!+ -!#'!"+"- 3#)5 "!*)+#'(*4 '- 8"&& '- &+%-!$-, '1 1"3+, !"'$*+ '1 !"-!+!"#$%&!%#'& )8&"1+" '1 -&&-, '- 8"&& '- &'+%'+" -&&-. (. 301

M)-! #'1$'&&4, ! 5"'- #"1"3+ !*" '5- )3 &'+%'+" "1%$'!) !) '$)8&"1+" 0!"#$%&!%#'&$)55%$'!7" $)5("!"$"; #'!*"# !*' 0'!7">-("'"# (#)3$"$4; '- !*" %&!5'!" +)'&. (. 301

Chapter 2

Implementing an intercultural Approach

?"4)1 !*" I3)#5'!) G'(< D"3+ I!"#$%&!%#'& L"'#+

5...6 9nreasingl, hoever, in !odern languages teahing, interultural o!!uniative o!(etene) 9CC1 is

%eing seen as a o!(le+ o!%ination o& valua%le -noledge and s-ills. Bra! "###%1 has (rodued hat is to

date the !ost &ull or-ed*out s(ei&iation o& interultural o!(etene, hih involves &ive so*alled savoirs,

that is, 37" 3)#5%&'!)- )3 !*" 1- )3 )8&"1+" '1 -&&- ""1"1 !) 5"1'!" 6"!8"" $%&!%#"-. Together these savoirs indiate the student)s a%ilit to reah Dra!sh)s 'third (lae), that is, a vantage (oint &ro! hih

the learner an understand and !ediate %eteen ho!e ulture and the target ulture Dra!sh, "##31. These are

s(ei&ied as &ollos ada(ted &ro! Bra!, "##7%: 3>1: (. 3"1

@B )8&"1+" )3 -"&3 '1 )!*"#, )3 *)8 !"#'$!) )$$%#-< )3 !*" #"&'!-*( )3 !*" 171%'& !)-)$"!4.@2 )8+ *)8 !) !"#(#"! '1 #"&'!" 3)#5'!).@ )8+ *)8 !) "+'+" 8!* !*" ()&!$'& $)-"=%"$"- )3 "1%$'!)< 6"+ $#!$'&&4 '8'#" )3

$%&!%#'& 6"*'7)%#-.@ )8+ *)8 !) 1-$)7"# $%&!%#'& 3)#5'!).@ )8+ *)8 !) 6": *)8 !) #"&'!7-" )"-"&3 '1 7'&%" !*" '!!!%1"- '1 6"&"3- )3 !*" )!*"#.

This set o& savoirs inor(orates and trans&or!s the goals o& o!!uniative urriula, even those in hih

ulture &ound so!e -ind o& (lae. 9n an interultural urriulu!, the learner is still e+(eted to au!ulate &ats

a%out the target ulture, and -no so!ething o& ho (eo(le &ro! the target ulture !ight %e e+(eted to

%ehave. To these sti(ulations are added an ethnogra(hi (ers(etive in so &ar as students are e+(eted tode!onstrate 'disover) s-ills1, a ritial stane )8&"1+" )3 !*" 6"*'7)%#- )3 !*" !'#+"! $%&!%#" -*)%&1


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(#)5(! $)5('#-) '1 #"3&"$!) #'!*"# !*' '%!)5'!$ 5!'!)1, and a li%eral !oralit learners shouldde!onstrate the s-ills o& deentring and valuing, ora t least tolerating, other ultures1. (. 321

H)8"7"#, 1"7"&)(+ !"#$%&!%#'& $)5("!"$" 1)"- )! 5"' 1)+ '8'4 8!* !*" 3)#5'!) +'( )##"&'!"1 '$!7!"-, 6%! 1"7"&)(+ !*"5 -) !*'! @B $%&!%#" 6"$)5"- ' #"+%&'# 3)$%- )3 !*" 3)#5'!)

"9$*'+"1, '1 @2 &"'#"#- *'7" !*" )(()#!%!4 !) #"3&"$! %() how !*" 3)#5'!) - "9$*'+"1, '1!*" $%&!%#'& 3'$!)#- 5(++ %() !*" E9$*'+". (. 321

Ta-ing 'ulture) as a to(i has the advantage o& diret relevane to the learning o& another language, and the

!otivational &ator o& si!ultaneousl enouraging en/uir into and revie o& one)s on ultural ha%its. 5...6 9n

short, the interultural language ourse involves the designing and i!(le!enting o& tas-s hih enourage the

learner ativel and sste!atiall to see- ultural in&or!ation, hih then i!(ats u(on his or her language

%ehaviour. (. 331

I )#1"# !) 1"-+ '1 5(&"5"! -%$* ' $)%#-" !*" ELT (#)3"--)'& ""1- $"#!' !4("- )3 3)#5'!)'1 )8&"1+" )3 $"#!' -!#'!"+"- – 3)# "9'5(&", !*" 8'4 !*'! &'+%'+" +"#"- -"#7" $%&!%#'& ""1-, *)8

&'+%'+" $' "+)!'!" $%&!%#'& 1"!!4, '1 *)8 8#!!", -()" '1 7-%'& !"9!- $' 6" 0#"'1; '-5"--'+"- '6)%! $%&!%#'& '33&'!). (. 331

I- ' I!"#$%&!%#'& A((#)'$* N"$"--'#4

5...6 an interultural a((roah still o&&ers a a o& enrihing the language*learning e+(eriene and ontri%uting to

the ider edutional goals o& %etter understanding one)s on o!!unit as ell as those o& others. (. 3>1

L"'#"#- '- E!*)+#'(*"#-

5...6 interultural learning involves an ele!ento & ethnogra(h, that is, the sste!ati o%servation and desri(tion

o& ho a o!!unit %ehaves. 5...6 The introdution o& ethnogra(h, de&ined %roadl as 'the sienti&i stud o&

di&&erent raes and ultures) (. 3>1

5...6 ro(onents o& the ethnogra(hi a((roah to language leaning a-noledge that it involves ae(ting a ne

set o& (ur(oses &or language learning and teahingl. E&&etivel, it &unda!entall reon&igures the long*ae(ted

goals o& o!!uniative language teahing % see-ing:

• na integration o& linguisti and ultural learning to &ailitate o!!uniation and interation4

• a o!(arison o& others and sel& to sti!ulate re&letion on and ritiial1 /uestioning o& the !ainstrea!

ulture into hih learners are soialised4

• a shi&t in (ers(etive involving (shologial (roesses o& soialisation4

•

the (otential o& language teahing to (re(are learners to !eet and o!!uniate in other ultures andsoieties than the s(ei&i one usuall assoiated ith the language the are learning. Bra! =

Ale!ing, "##$: 71

(. 3?1

5...6 as Bra! and his olleagues are shoing, it is (ossi%le to design and teah ourses in hih language

learning is (art o& a riher, ultural e+(loration o& the target o!!unit, and its 'hole a o& li&e). #(. 3?1

A11#"--+ !*" N""1- )3 D33"#"! L"'#"#-

T*" !"#$%&!%#'& '((#)'$* '&-) #"$)+-"- !*" 3'$! !*'! 133"#"! &"'#"#- *'7" 133"#"! ""1-, '1 !*'!

!*"-" ""1- -*)%&1 6" !'" !) $)-1"#'!) 8*" 1"7-+ $%##$%&' '1 $)%#-"-. Learners !a have!ore or less i!!ediate ontat ith the target ulture4 and the !a have, as individuals, !ore or less interest


6/8

in the range o& (roduts (rodued % that ulture. 5...6 These various needs and ants ill i!(at u(on the t(e

o& in(ut that the !aterials and ourse designer ill ish to use, and also i!(at u(on the goals o& the ourse,

hether the learner is %eing trained to %e !ainl a ultural o%server or to %e an ative !e!%er o& a s(ei&i

su%ultural grou(, suh as aade!is. (. 3'!7" 5'-!"#4 )3 !*" "&!" L2 7'#"!4 - )! !*" %-()" +)'&.I-!"'1, !*" 0!"#$%&!%#'&; )# 0!#'-$%&!%#'&; -("'"# - !*" 1"'& @$3. #'5-$*, B< R-'+"#, B.#'5-$* @B -""- !*" 0!"#$%&!%'&; -("'"# '- )" 8*) 5)7"- "'-&4 6"!8"" 1-$)%#-" $)55%!"- – $)55%!"- "$)%!"#"1 '! *)5", -$*))&, 8)# '1 (&'4 – )6-"#7+ '1 '((&4+ !*" &'+%'+" !*'! -'((#)(#'!" !) "'$* $)55%!4. L'+%'+" &"'#"#-; )8&"1+" )3 133"#"! &'+%'+"- '1 $%&!%#"- 5'"-!*"5 5)#" -&&"1 !*' 5))&+%'& '!7" -("'"#-. I!"#$%&!%#'& $)55%$'!7" $)5("!"$", 3)##'5-$*, - )! )8&"1+", 6%! 0-*'#"1 #%&"- )3 !"#(#"!'!); !*'! '#" '((&"1 J%1$)%-&4 !) 3'5&'#'1 "8 $)!"9!- !) 5'" -"-" )3 !*" 8)#&1 @#'5-$*, B: 2K. @(.

T*" 0!"#$%&!%#'&; )#, R-'+"#;- !"#5-, 0!#'-$%&!%#'&; &"'#"# - )" 8*) - &+%-!$'&&4 '1"(!@'&!*)%+* )! 0'!7">-("'"#; (#)3$"!, 8*) *'- -&&- 8*$* "'6&" *5 )# *"# !) 1"!34 $%&!%#'&

)#5- '1 7'&%"- !*'! '#" )3!" 5(&$! !*" &'+%'+" '1 6"*'7)%# )3 !*" +#)%(- *" )# -*" 5""!-, '18*) $' '#!$%&'!" '1 "+)!'!" ' ()-!) 8!* #"-("$! !) !*)-" )#5- '1 7'&%"-. 9n ahieving this, thelearner !a %eo!e !ore s-illed in Dra!sh)s "##$1 ter!s, !ore '(rivileged) than a !ere !onolingual

s(ea-er o& the target language. (. >0*>"1

D"-++ T'-- 3)# !*" I!"#$%&!%#'& C&'--#))5

;unan)s &ra!eor- sees the tasks as onsisting o& si+ o!(onents hih have to %e s(ei&ied &or an

o!!uniative ativit:

These o!(onents an %e !odi&ied i& the ai! o& the tas- is to raise ultural aareness as ell as to develo(

o!!uniative s-ills. Let us onsider the o!(onents in turn.

8oal

TSD

;F;; "#$#: "0*""1 (. >"1

Learner’

s role

Teacher’

s role

Settings

Goal

Input

activities


7/8

G)'&-

8oals re&er to the (edagogial (ur(ose o& the tas-. T*" +)'&- )3 $%&!%#'& !'-- 8&& )#5'&&4 7)&7" '$)56'!) )3 !"#$%&!%#'& "9(&)#'!) '1 &+%-!$ 1"7"&)(5"!. Aor e+a!(le, the &olloing goals!ight %e !et % s(ei&i interultural tas-s:

• to investigate ho everda onversation !aintains the solidarit o& soial grou(s4 to

investigate ho the individual)s status in a grou( is negotiated through asual onversation4 to

o%serve the di&&erent roles (laed % !en and o!en in onversation in the target ulture4 (.

>"*>21

• to onsider ho the e+(etiations o& the aade!i o!!unit in the target ulture a&&et the

language used in researh artiles4 to o!(are ho the di&&erent e+(etations o& the aade!i

o!!unit and the general (u%li a&&et the language o& researh artiles and their

(o(ularisations. (. >21

• To researh, desri%e and e+(lain (atterns o& %ehaviour in a ertain o!!unit, suh as outh

su%ultures, (ro&essionals %usiness (eo(le o& sientists, or Sottish ountr daners. . >21

• To e+(lore the ultural !essages onveed % visual i!ages, literar and !edia te+ts.

s noted a%ove, the goals seleted &or an given ourse ill de(end u(on various &ators: ho !uh ess do

the learners have to the target ulture E+hange visits, %roadast !edia, e!ail ontats1, and hat is the level

and nature o& the learners) (artii(atioon in the target ulture are the learning !ainl &or touris!, eduation,

%usiness, or i!!igration1G

I(%!

'9n(ut) re&ers to the sti!ulus (rovided % the teaher &or the learning to our. The in(ut !a %e a ritten or

s(o-en te+t &or disussion, or a visual i!age &or inter(retation and evaluation, or a !edia te+t &or analsis. s in

o!!uniative language teahing in general, 'authenti) !aterials are valua%le lassroo! resoures

'authenti) !aterials %eing those ritten or s(o-en te+ts that have not %een (rodued (ri!aril &or teahing

(ur(oses. 5...6 uthenti !aterials are not neessaril there to %e used in the sa!e a as !e!%ers o& the target

ulture use the! the are there as evidene o& ho a ulture o(erates. Thus an L2 nes(a(er or !againe an

%e o!(ared ith an L" ounter(art, to see ho eah ulture onstruts nes values, or travel agen

advertise!ents !ight %e used to see ho di&&erent ultures re(resent &oreign ountries, or leisure (riorities. (.

>21

N)! '&& (%! !*" !"#$%&!%#'& $&'--#))5 ""1- !) 6" '%!*"!$. T*" (%! 5'4 6" $)-!#%$!"1 64 !*"!"'$*"# ... T*" 5'!"#'& %-"1 '- (%! 8&& $)##"-()1 !) !*" +)'&- )3 !*" $%&!%#'& !'- ... (. >31

A$!7!"-

&ull range o& o!!uniative ativities an also %e used to serve the goals o& an interultural tas-. Students

!a ollet and share in&or!ation through lass (resentation or grou( or- hih ill neessaril involve

in&or!ation ga( ativities1, and the !a evaluate and disuss their di&&erent o%servations and &indings. aving

o%served ultural %ehaviours in ation, the !a %e as-ed to reonstrut that %ehaviour in role (las or

si!ulations, or % riting (arallel te+ts. (. >31

L"'#"#;- #)&"

The learner)s role ill var &ro! ativit to ativit, and &ro! stage to stage ithin eah ativit. s ourses

(rogress there ill (ro%a%l %e a gradation in the learner)s role aording to ho !uh res(onsi%ilit he or she!ust ta-e &or the olletion, organisation, evaluation, re(orting, and H or reonstruting or !aterials


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e+e!(li&ing ultural %ehaviour. 9n the earl stages o& a ourse the learners ill need su((ort or 'sa&&olding)

&or the ativities the teaher ill (ro%a%l need to (rovide guidelines, !odels i& needed, and lead the learners

through the tas-s. Later, as the learners %eo!e !ore on&ident, the !a ish to negotiate an agenda, initiate a

series o& tas-s, or ontri%ute !ore ativel to the onstrution and i!(le!entation o& international tas-s. (. >31

T"'$*"#;- #)&"The teaher)s role is the !irror*i!age o& the learner)s. gain, in the earl stages o& a ourse, it ill %e (ri!aril

the teaher)s res(onsi%ilit to (rovide !aterials &or the tas-s, to suggest and sho ho the !a %e used to

inrease interultural o!(etene, to (rovide !odels o& evaluation, and to suggest language that !ight %e used

to e+(lore or reonstrut ultural -noledge. (. >31

fichamento - corbett - an intercultural approach to english language teaching

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