for intercultural training in the classroom-1
TRANSCRIPT
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Designingmaterials and
activities forintercultural
training in the
classroomSimon Greenall
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Teachers concerns
1 Its easy if you have a multi-cultural group.But what can we do in monocultural classeslike ours?
2 How can I teach socio-cultural awareness
at low levels?
3 Grammar, skills, pronunciation theres somuch else to teach. I just dont have enough
time to teach socio-cultural awareness.
4 What exactly does a socio-culturalsyllabus cover?
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Teachers concerns
5 Much of the material is just anecdotal evidence.So what?
6 My students are never going to live or work in
the USA/Australia/the UK. Why bother?
7 Most socio-cultural awareness simply reinforcestereotypes.
8 Is it really my job as a language teacher to teach
cross-cultural awareness?
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Why do intercultural training?
Integral part ofcommunicative
competence Essential learningobjective
Source ofmotivating material
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Interculturaltraining general
issues
Integratingintercultural training
into a languagecourse design
Monocultural andmulticultural groups
Teaching at low levels The role of anecdotes
Teachers
responsibility Generalisation,
stereotyping andprejudice
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Intercultural training
writing for textbooks (1)
Training
without a C1 Training
without a C2
Authorsviewpoint:
you we - they
Dealing withcultural taboos
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Cultural taboosin textbooks
P
A
RS
N
IP
olitics
lcohol
eligionex
arcotics
-ismsork
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Intercultural training
writing for textbooks (2)
Nationality v culture
Ethnicity v culture Individual v
collective
Macro v
microculture Generalisation v
stereotyping
Cultural relativism v
cultural absolutism Establishing a
syllabus
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Socio-cultural competence
for English at Threshold level1 Universal
experiences
Threshold 1990,Council of Europe,JA van Ek and JLM Trim
1 Everyday life
2 Livingconditions
3 Interpersonalrelations
4 Major valuesand attitudes
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Socio-cultural competence
for English at Threshold level2 Social
conventions
and rituals
Threshold 1990,Council of Europe,JA van Ek and JLM Trim
1 Non-linguistic
a) Body language
b) Visiting rituals
c) Eating and
drinking rituals
2 Linguistic
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The reculturalisation ofEnglish
Periods of studying English: where the
USA/UK/Australia etc weretargetcultures
where the cultural originsof the language wereignored
where the link betweenlanguage and culture isrecognised and samplecultures are explored
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So where do we start?
Whats your name?
How old are you?
What political party do you vote for?
How much do you earn?
How old isyou?
How much isyou earning?
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Linguistic, non-linguistic andsocialconventions andrituals
Customs and
traditions Attitudes and
beliefs
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1 Linguistic, non-linguistic andsocial conventions and rituals
Greetings
Reciprocalspeech
Silence
Smiling
Eye contact
Gestures
Appearance
Personal space
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Non-linguisticconventions
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Linguistic conventions: functions
Greetings and making introductions
Thanking
Apologising Complaining
Giving opinions
Making compliments
Expressing feelings
Expressing ability
Back channelling
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2 Customs and traditions
Weddings
Tablemanners
Buying food
Giving giftsFestivals
Folk stories
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Customs andtraditions
Talk about these questions. Youre invited to someones
home for dinner. What time
do you expect to be invited? What time do you arrive?
Do you take a gift? If so,what?
When do you expect to eat?
What do you say before youstart eating? In which handdo you hold your fork?
Do you compliment your
host? Can you smoke during the
meal?
How do you know when toleave?
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3 Attitudes and beliefs
Superstitions
Face
Men andwomen
Ancestors
Networking
Time
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Materials and activitytypes
Cultural selfawareness
Cognitive training C2 comparison
Experientialtraining
Critical incidents
Cultural resonance
L1 interference
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Cultural self-awareness:
Missing you already!
What do you miss when youreaway from home?
What do you look forward to
when you return?
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Missing you already!
The crossword
The Sunday
papers.A nice cup of tea.
Baked beans/
sausages/MarmiteThe sense of
humour.
My cat.
The radio cricket
commentary.Manageably sized
insects
My own bathroom.My bed.
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Missing you already!
What do you miss when youre
away from home?
What do you look forward towhen you return?
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2 How can I teach socio-
cultural awareness at lowlevels?
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Desert Island words
Think of eight favourite
words to take to yourdesert island, and one
phrase or saying.
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Desert Island words
1 family
2 Oxford3 book
4 television
5 mountain
6 Venice7 beer
8 another
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Favourite sentence
Its out of thequestion!
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Desert Island words
Think of eight favourite
words to take to yourdesert island, and one
phrase or saying.
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C2 comparison: town twinning
Read the passage and decide which town inBritain it describes.
In Shakespeares day this was a market townsurrounded by forests. In the nineteenth century itbecame one of the great industrial cities, at theheart of an extensive system of canals andwaterway. It now has an excellent art gallery, a well-respected university, a theatre and one of the
countrys leading orchestras. With a population ofover a million, dozens of industries are situatedhere, including the motor industry, plastics andchemicals.
Now decide which town in your country you
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Cultural self awareness: macroand microcultureHere is a list of furniture and features of ahouse. Which ones do you expect to see ina typical home in your country?
balcony , garden , bath, stairs shower,separate bathroom and toilet, dining room,
living room, large kitchen
Find out which items you're likely to use todescribe an English home.
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Cultural icons
Look at some coins or bank notes fromyour country. Who or what is shown onthem? What values do they represent?
What product, manufactured in your
country, is famous in other countries?Describe its features.
Decide what kind of person is likely to buyit, or would like to buy it.
Design a postage stamp which showspeople, places, objects or symbols whichrepresent the spirit and values of yourhome town or country.
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Experiential training
Student A
Keep smiling and touching Student B, and sitclose. Try to keep the conversation going. Ask
lots of questions and repeat each answer in adifferent way to make sure you have understood.
Student B
Answer Student As questions, but only give theessential information. Dont look at Student A.You dont like people touching you, but youre toopolite to say anything.
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Critical incidents: face
I invited a friend to a dinner party at my
apartment last Thursday. She replied,
Yes, Id love to come, but it might bedifficult. I didnt hear from her so I
expected her to come. But she didnt.
Why didnt she call me and let meknow?
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Critical incidents
I was visiting German for the first time
and I received an invitation to visit my
most important customer in her house. Itook her a bunch of twelve red roses andher husband a bottle of wine. When I
gave her the flowers, she just lookedembarrassed.
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A British colleague invited me to join hisfriends after work. We went to a pub
where he bought me a drink and hesuggested a meal in a restaurant. At theend of the meal, I was surprised to seeeveryone take out their wallets to pay the
bill. My friend expected me to pay as well,but I feel it was mean of him not to pay forme, as he invited me.
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Cultural resonance
What ideas do you associate with thesecolours?
green white yellow blue red
What are the qualities of these animals?
sheep goat donkey dog frog
What words do you associate with these ideas?
home book beach New Year school English
C lt l
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Cultural resonance
What do these numbers, objects and
symbols mean to you?
Numbers: 3 4 7 8 9 13
Flowers: carnations chrysanthemums
Gifts: clock
penknife
handkerchiefTools: scissors
red ink
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L1 Interference
Today is 26 January. Someone says Its 26January, isnt it? What do you say?
A No, it is. B Yes, it isnt. C Yes, it is. D No, it
isnt. Someone says, My mother sends you her best
wishes. What do you say?A Send them back B Send her mine.
You say to someone The traffic was reallyawful. The person replies Really?What do you reply?A Yes, really. B Yes, it was. C No, really!
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L1 Interference
You go with a friend to a nice restaurant. Yourfriend says, this is a nice restaurant, isnt it?
What do you say?A Yes, it is. B Of course it is. C No, it is.
Someone says Do call by if ever youre in theneighbourhood.What do you say?
A Yes, I will. B No, I wont. C How about next
Wednesday?
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Materials and activitytypes
Cultural self awareness
Cognitive training
C2 comparison
Experiential training
Critical incidents
Cultural resonance
L1 interference
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Types of culture
Surface cultureand deepculture
Microcultureandmacroculture
Target cultureand sampleculture
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Cultural resonance:surface and deep culture
Surface culture:
weather forecast
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Cultural resonance:deep culture
Dogger, Rockall, Malin, Irish Sea:Green, swift upsurges, North Atlantic flux
Conjured by that strong, gale-warningvoice,
Collapse into a sibilant penumbra
It was marvellous
And actual, I said out loud, A haven,
The word deepening, clearing, like the skyElsewhere on Minches, Cromarty, The
Faroes.Seamus Heaney Glanmore Sonnets
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Cultural self awareness:macro and microculture
Say which of thesefood items people inyour country usuallybuy each week.
rice oranges potatoesfish sausage beer water
flour noodles eggs teacoffee oil butter yoghurtshrimp bread sugarcheese
Which items do you (oryour family) usually,sometimes or neverbuy each week?
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Teachers concerns
1 Its easy if you have a multi-cultural group.
But what can we do in monocultural classeslike ours?
2 How can I teach socio-cultural awareness
at low levels?3 Grammar, skills, pronunciation theres somuch else to teach. I just dont have enough
time to teach socio-cultural awareness.4 What exactly does a socio-culturalsyllabus cover?
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Teachers concerns
5 Much of the material is just anecdotal evidence.
So what?
6 My students are never going to live or work in
the USA/Australia/the UK. Why bother?
7 Most socio-cultural awareness simply reinforcestereotypes.
8 Is it really my job as a language teacher to teach
cross-cultural awareness?
F l l b l h k
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From cultural bump to culture shockPerpetrator Recipient
Recognition of difference in behaviourMild interest
Amusement
SurpriseCulture shock
Recognition/ignorance Perception ofof offence of offence
Communication breakdown
Confusion Incomprehension
Embarrassment Irritation
Shame/anger Anger
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Six conclusions
1The key to anawareness of othercultures is anawareness of your own.
2 Intercultural trainingcan be integrated with
the grammatical,functional syllabusesand skills syllabuses.
Si l i
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Six conclusions
3 Intercultural training is not
an option. Its absence cancompromise effectivecommunication.
4 Cross cultural awarenessdoes not imply assimilationor mimicry but the
understanding andappreciation of differentvalues.
Si l i
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Six conclusions
5 We cannot give our
learners specificinformation about everyculture, but we can makethem aware of the
possibility of differences.
6 Effective communication =
Linguistic competence andintercultural competence
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Designing materials and activities forintercultural training in the classroom
Intercultural trainingin the classroom
should lead to theenjoyment ofrecognising similaritiesbetween cultures, and
to the celebration ofdifference.
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Designing materials and activities forintercultural training in the classroom
Strangers areonly friendsyou haventmade yet.
Irish saying
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