Per Simfors, PhDLinköping University

Course Design –Aim of the Ongoing Work:To integrate linguistic and cultural aspects in

language curriculum design at university level

To combine previous research and a learner’s perspective in language education in order for students to more adequately develop intercultural competence

Outline:Pre-considerationsMaterial and MethodAnalysis:

Syllabi and questionnaires in relation to previous research

Implications for course design

• Reflections

Preconsiderations:

Constructive

Alignment

Material and MethodSyllabi:

First semester full time study (1-30 ECTS credits) in French, German, and Spanish

9 different Swedish universitiesFall 2009Focus on content and learning outcomes related to

cultureQuestionnaire:

Electronic questionnaire May 2010All students enrolled in language courses at Linköping

university137 answers = 40-50 stud. per languageMajority: students of languages for special purposes

SyllabiFew traces of relevant research with regard

to teaching and learning of language and cultureFocus on facts on history, geography, culture

and social conditions suggesting a product perspective

Surface approach to learning(?)Inconsistencies in the internal logic of syllabi

(”constructive alignment”)

Examples: Learning Outcomes and ContentLearning Outcome

Content

”discuss cultural phenomena” + convey understanding of Spanish cultural aspects”

”overview over Spanish and Latinamerican geography, history and society”

geography - - -

”history, geography and society conditions”

”history, geography and cultural situation”

”… primarily Spain” ECTS credit distribution equal between Spain and Latin AmericaIn half of the syllabi, the outcomes correspond with the content.

Students’ Views and ExpectationsElectronic questionnaire to gather dataStudents of French, German, Spanish,

Swedish as a Foreign Language from different study programs

Open questions in order not to lead students in certain directions

Combination of free text and multiple choice answers

Ca 135 responses (from ca 300)

Questionnaire in 4 parts:

Students’ Views on Language Courses in GeneralTeacher

Commitment PedagogyKnowledge

Course organization and teaching methodsClarityStructureMore hours of instructionVariationCo-ordination and co-operation

Students’ Views on Learning OutcomesFocus on Language useCommunicationRelation between grammar and

communicative competenceStudents want to read about the target

language countries in order todevelop intercultural understandinglearn the language better

Culture as a process and as a product

Learning Outcomes: ConsiderationsLearning outcomes and content should be

interlinked with communicative skillsIntegration of language and cultureActive communicative verbs

Culture as a processSpecific aims for higher education:

Theoretical contentIntroduction to a discipline

Deep approach to learning

Students’ Views on Course ContentGrammar and communicative competences

are emphasized 1/3 emphasize oral communication1/3 want a “balance between oral and written

proficiency”Grammar aspects from the point of view of

their function in a communicative context

Students’ Views on Course Content(2):“Three words which you associate with culture?”Areas Mentioned

Other

• Most frequent words

History

Traditions

Music

People

Art

Language

Students’ Views on Course Content(3)Students appreciat learning about target

language countriesProduct and process perspective in the answers

“traditions”; “behavior”; “popular culture” “history”; “society”; “high culture” “Language” “People”

Current situationCourse literature / material:

Stressing: news paper articles; factual texts; texts on cultural matters

Film; mediaLow appreciation for literature

Course Content – Theoretical and Methodological ConsiderationsDifferent kinds of sources of information /

different perspectivesCurrent materialIntegration of communicative skills in all

parts of the courseBalance between language production and

reception – orally and in writingDisciplinary foundation:

Critical thinking and analysisBasic theoretical concepts

Students’ Views on Forms of Work

Negative view possibly

because these methods are rarely used

Forms of work: considerationsForms of work that activate students and

stress their own responsibility for their learning

Learning in meaningful contextsStudent peer review Forms of work that

Stimulate a reflecting and analyzing approachStress the importance of interaction for

learning

Forms of Work - Suggestions

Examples:•Role-play•tandem•Scenarios and simulations•Student peer review•Film and media•Process-based writing

Adaptation to•Learning outcomes•Content•examination

learning outcomes and over-all aim

-Different learning styles-Adaptation to outcomes, content, forms of work-Integration of communicative aspects

Examination:Relevance

Variation

Fairness •Oral presentation on

the basis of a written

paper or reflection

document combined

with student peer

review

•Poster

prese

ntation

•Role-Play with a

written reflection

document

•Film / m

edia /

ICT

Combination of forms

Concluding remarksFormulation of expected learning outcomes as

a starting point for course designStudents’ perspectives essential Integration of language and culture through

learning based on communicationCommunicative skills included in all parts of

coursesCultural and intercultural understanding

should be problematized in reflection, analysis and critical discussion in a

communicative and social context Students’ perspectives call for a variety of

content, methods and forms of examination